In this article we open the focus on the productive and creative music education paradigm and test it in practice among a research group of student teachers (N=184) at the University of Eastern Finland (UEF). The productive and creative music education paradigm offers better ways of action in the use of music education pedagogy through a positive impact in pupils’ motivation, self-concept, and self-efficacy beliefs, offering positive experiences and communality lifting pupils’ interest to music as a school subject. Student teachers who do not have music as a minor subject were selected as a testing group for this research because they do not have a special relationship with music. In our earlier study we tested students who study to become secondary school music teachers (Ahtola & Juvonen, 2021). Our aim is to show that a change has already started in the music education paradigm from reproductive and traditional music education to creative and productive music education. In practice this is being mirrored in music educational research and in the everyday work of teachers (class teachers, class teachers with a minor in music and music teachers) who teach music from elementary classes to upper secondary school. Our perspective is on the research of teaching practices of classroom teachers. The change of paradigm and its preconditions are visible in both practical music education work and empiric and philosophical music education research, to which we contribute with this study.
Keywords: Creative and productive music education, change of paradigm, classroom teachers, music applications, music technology