ABSTRACT
It is hardly clear from the literature how the development of students’ innovative projects in higher music education can be facilitated. We have plenty of suggestions and strategies for setting up innovative projects at primary and secondary school level. But what about the nature of the interaction between lecturers and adult students – and between the students themselves – as an innovative project in higher music education unfolds? How can these interactions facilitate the development of the students’ independent thinking? And what is the influence of the lecturers’ approach to the facilitation of creative development in higher music education?
