Using Jungian Archetypes in Contemporary Songwriting Education
Article
Blacklaw, A. 2018. Using Jungian Archetypes in Contemporary Songwriting Education. Research in Teacher Education. 8 (1), pp. 23-27. https://doi.org/10.15123/uel.88yx5
Authors | Blacklaw, A. |
---|---|
Abstract | Archetypes are character prototypes, which manifest, often unconsciously, in cultures around the world. They are now being used consciously in creative industries (including screenplay writing and advertising). In this article I explore how they may manifest unconsciously in contemporary popular songwriting, and describe how I have used them creatively and consciously in teaching songwriting to undergraduate students. I intend to illustrate that archetypes serve successfully in teaching songwriting students how to access creative stimulus, as the metaphorical nature of archetypes often enables students to see things differently and create songs accordingly that feel satisfying and authentic to them. This works best as an emotional, rather than an entirely intellectual, exercise. |
Journal | Research in Teacher Education |
Journal citation | 8 (1), pp. 23-27 |
ISSN | 2046-1240 |
2047-3818 | |
Year | 2018 |
Publisher | The School of Education and Communities, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.88yx5 |
Publication dates | |
Online | May 2018 |
Publication process dates | |
Deposited | 04 Feb 2021 |
Copyright holder | © 2018 The Author |
https://repository.uel.ac.uk/item/88yx5
Download files
Publisher's version
Blacklaw Article Rite May 18.pdf | ||
License: All rights reserved | ||
File access level: Anyone |
Explore this article
Explore this article
Editorial
Garby-Czerniawski, G. 2018. Editorial. Research in Teacher Education. 8 (1), p. 5. https://doi.org/10.15123/uel.88ywzBuilding Trust and Empathy: Student Voice and Teachers’ Professional Development With Technology
Morris, D. 2018. Building Trust and Empathy: Student Voice and Teachers’ Professional Development With Technology. Research in Teacher Education. 8 (1), pp. 6-11. https://doi.org/10.15123/uel.88yx0A Narrative Structure for Teacher Educator Team Analysis and Development
Webb, C. 2018. A Narrative Structure for Teacher Educator Team Analysis and Development. Research in Teacher Education. 8 (1), pp. 12-17. https://doi.org/10.15123/uel.88yx2Interactive Video and Multiple Choice Question ‘Flipped Classrooms’
Timmins, V. M. S. 2018. Interactive Video and Multiple Choice Question ‘Flipped Classrooms’. Research in Teacher Education. 8 (1), pp. 18-22. https://doi.org/10.15123/uel.88yx4Issues in Teaching and Learning: Student Retention in Higher Education
Robertson, G. 2018. Issues in Teaching and Learning: Student Retention in Higher Education. Research in Teacher Education. 8 (1), pp. 28-29. https://doi.org/10.15123/uel.88yx6Acts of Resistance in an Age of Compliance: Teacher Educators, Professional Knowledge-Making and Self-Study
Berry, A. 2018. Acts of Resistance in an Age of Compliance: Teacher Educators, Professional Knowledge-Making and Self-Study. Research in Teacher Education. 8 (1), pp. 30-33. https://doi.org/10.15123/uel.88yy3Book Reviews: Miseducation: Inequality, Education and the Working Classes
White, M. L. 2018. Book Reviews: Miseducation: Inequality, Education and the Working Classes. Research in Teacher Education. 8 (1), pp. 34-35. https://doi.org/10.15123/uel.88yy4Book Reviews: Understanding the Danish Forest School Approach: Early Years Education and Practice
Robertson, G. 2018. Book Reviews: Understanding the Danish Forest School Approach: Early Years Education and Practice. Research in Teacher Education. 8 (1), pp. 35-36. https://doi.org/10.15123/uel.88yy6398
total views1077
total downloads7
views this month6
downloads this month