ABSTRACT
Video clubs—a professional learning model where participants collectively analyze classroom videos to inform their teaching—may serve as catalysts for educators to develop or expand upon their creative music making pedagogies. In this chapter, I drawn upon video club-related scholarship from various educational fields to support how these in-depth, student-focused professional learning engagements can shape educators’ practices for facilitating creative music making. I offer possible benefits of video clubs through describing the experiences of five elementary music educators who collectively analyzed and discussed videos of their students composing music. These benefits include (1) promoting educators’ student-oriented thinking about musical creativities, (2) developing teachers’ analytic mindsets for noticing students’ creative musical thinking, and (3) sharing strategies for facilitating creative music making. I address potential challenges and considerations for structuring these clubs given the array of personal, professional, and contextual factors that could prohibit or promote music educators’ instructional growth.
