Creativity and conceptual blending in high-school student improvisations of film music

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Students utilized cognitive strategies to create dynamic musical responses during group improvisation.
Findings showed participants manipulated musical parameters to reflect the film's emotional dynamics.
The study adopted conceptual blending theory as a lens to analyze the creative thinking process.
Implications suggest a need for enhanced education in musical creativity, especially in relation to film music.

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Analysis reveals cognitive strategies using conceptual blending theory in high-school student improvisations, highlighting musical creativity.

VOUVARIS PETROS (2025) studied this question.

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Analysis reveals cognitive strategies using conceptual blending theory in high-school student improvisations, highlighting musical creativity.