PERCEPCIJE BUDUĆIH UČITELJA O ULOZI KREATIVNOSTI U NASTAVI MUZIČKE KULTURE

As one of the key competencies in the 21st century, creativity has intensively occupied the attention of scientists since the second half of the 20th century, especially in the field of music education. The theoretical framework of the paper draws on numerous sources that define creativity as a complex cognitive, emotional, and social process. Although the development of creativity is stated as one of the main objectives of the subject Music Education in the Serbian Curriculum for the initial four grades of primary school, it is observed that, in practice, its representation within the subject Music Education is insufficient. Through this research, our aim was to gather the perceptions of future primary school teachers regarding creativity in Music Education classes. We pursued to explore the significance and potential methods for fostering creativity within these classes through a structured interview. The research was conducted in 2024. with fourth-year students enrolled at the Faculty of Education in Belgrade. The paper outlines the perspectives of future teachers regarding the incorporation of creativity in classes, the possibilities and ways of encouraging creativity in the Music Education classes, approaches to assessing pupils’ achievement and progress in this domain, and the promising areas of focus for achieving this objective. The development of creativity in Music Education is both possible and desirable. However, it requires systematic preparation, support, and empowerment of future teachers, as well as a shift in educational approaches toward greater encouragement of individuality, curiosity, and creative expression among pupils.