research Continued from page 33
Childhood exposure to a musical family developed a sense of creativity and cu- riosity that influenced my academic and professional trajectory. Specifically, artis- tic expression, risk taking and innovation were at the forefront of my existence and demonstrated that creativity and curiosity are essential. I grew up in Kansas City, Mo., the home of jazz and BBQ. As a child, I witnessed my grandfather, Jay McShann, perform and be celebrated for his craft as a blues and jazz musician. It was overwhelming to experience how he, his fellow musicians and the audience would co-create an enchanted experience. Witnessing these performances influenced my ability to captivate an audience. My family’s creative experience extends be- yond the stage. My mother, Jayne Lewis, managed a jazz night club in Kansas City named the Blue Room. She built relation- ships, managed inventory, took risks by hiring innovative artists and employees with an intentional creative vision. These childhood experiences emphasized the role of innovation, the ability to take risks, and to problem solve in a creative way. This background served as the foundation for future decisions. I earned a BFA in theater from DePaul University because I was curious as to how I can cultivate creative experiences.
I modeled these qualities as an arts ad- ministrator in the Houston Symphony. I additionally used the same curious and critical thinking processes in graduate
school and as an assistant professor of arts management at Ohio State University. As a current assistant professor, I intention- ally create space for students to hear how professionals, in their field, navigate the balance of curiosity and risk-taking. All guest lecturers are invited to share moments of risks that led to either failure, success, or something in between. These discussions provide space for students to cultivate their own sense of risk-taking and curiosity in artistic fields.
Discussion and Conclusion
Both authors detailed how their familial experiences filled with creativity and cu- riosity impacted their lives and careers. They emphasized how different family members and lived experiences provided a foundational sense of creativity, innovation and curiosity. Music, acting, visual arts, film, dance and so many other forms of expression have the potential to establish a solid sense of curiosity, creativity and so much more. The types of experiences that foster all types of creativity absolutely have the opportunity to strengthen different muscles in the brain in a way that could improve cognitive function. The authors’ stories center the creative-curious mind as a strength that leads to lifelong learning. Music teachers and arts professionals have the ability to cultivate the creative-curious mind in a way that establishes an environ- ment for continued learning. Music alone does not create bigger minds, but music accompanied with a sense of curiosity and exploration can set the stage for a continu- ously growing mind.
References:
Mehr, S. A. 2015. “Miscommunication of Science: Music Cognition Research in the Popular Press.” Frontiers in Psychology 6:988.
https://doi.org/10.3389/ fpsyg.2015.00988.
Musacchia, G., and A. Khalil. 2020. “Music and Learning: Does Music Make You Smarter?” Frontiers for Young Minds 8:81.
https://doi.org/10.3389/ frym.2020.00081.
Musacchia, G., and C. E. Schroeder. 2009. “Neuronal Mechanisms, Response Dynamics, and Perceptual Functions of Multisensory Interactions in Auditory Cortex.” Hearing Research 258:72–79.
https://doi.org/10.1016/j. heares.2009.06.018.
Thompson, W. F., E. G. Schellenberg, and G. Husain. 2001. “Arousal, Mood, and the Mozart Effect.” Psychological Science 12:248–251. https://doi. org/10.1111/1467-9280.00345
Amy Lewis, Ph.D. is an assistant professor of music education at UW-Madison.
Email:
ablewis4@wisc.edu
Tiffany Bourgeois, Ph.D. is a current assistant professor of Arts Management in the Department of Arts Administration, Education and Policy at The Ohio State University.
Email:
bourgeois.37@osu.edu
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