ABSTRACT
In this chapter we present a qualitative study exploring the reflexive interaction paradigm as a tool to develop musical creativity with drums students. In doing so, we discuss two types of interactive-reflexive contexts: human/human, with the teacher interacting with the student; and the human/machine, with the student interacting with the MIROR-Impro software. We begin by outlining the core principles of the creativity, looking at the individual, the process and the product aspects of creativity. We then consider the creativity in the interactive-reflexive context, explaining the components that guarantee the quality of this type of interaction and how this relates to musical creativity. In the methodology section, we present the procedure with the experimental context and the cases studied. The results are discussed in categories of ‘musical flexibility’, ‘instrumental fluency’, ‘musical originality’ and ‘musical organization’, which we adopted to examine and categorize the data emerging form the study. In our conclusion, we discuss the implications for music education and cognition, considering the interactive-reflexive practices as a strategy to develop the musical creativity in the context of musical instrument learning.
