The newly established Art Curriculum Standard places significant emphasis on"creative practice"as a fundamental competency,outlining goals and criteria for fostering and evaluating creativity across various disciplines,including music.This study delineates a method for assessing creativity in music drawing upon the theoretical frameworks proposed by Webster,Williams,and Bernard.Utilizing the Delphi method and hierarchical analysis,the study formulates indices for evaluating creativity in music.Following three rounds of expert consultation,the assessment framework for music creativity comprises three primary indices:music creative thinking,personality,and environment,along with nine secondary indices such as divergent thinking,and twenty-seven tertiary indices like adaptability.Weight distribution reflects experts'varying degrees of importance attributed to indicators at each level.Aligning with the objectives and practical mandates of the new curriculum regarding musical creativity,this study suggests that:the evaluation of creative thinking in music should integrate the three-level indicators;personality assessment should incorporate reflection and self-assessment;and environmental evaluation can be conducted using a blend of quantitative and qualitative data.The study outcomes aim to bridge the gap between theory and practice,addressing the challenge of assessing musical creativity in Chinese school education from conceptual model to practical implementation,providing a theoretical foundation,design exemplars,and practicalinsights for effectively implementing"creative practices"assessment within the new curriculum.
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