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Arts & Communication Ethnographic study of creative dynamics in music

The testimonies presented in this article underscore participants could explore not only musical techniques
how emotions, as Le Breton suggests, act as forces driving but also their personal identities. The repeated mentions of
engagement with the world, particularly in creative sadness, desire for continuation, and ambivalence highlight
environments such as the laboratory. One poignant how the laboratory became more than just a technical
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example comes from Singer 1, who described her workshop – it became a space of discovery and creative
experience as a challenge to her preconceived notions of expansion, where participants’ growth was intrinsically
music, particularly through practices such as “exploring linked to their involvement.
the body as an instrument.” This reflection highlights the
emotional and physical immersion in the laboratory’s 4. Conclusion
creative process, suggesting that her musical evolution These narratives, considered through the lens of Le Breton’s
was deeply tied to a broader emotional exploration. At the theories, show how emotions are crucial for understanding
laboratory’s conclusion, Singer 1 expressed deep sadness, participants’ musical and personal trajectories. They shaped
a sign of the emotional intensity of the process. This individual experiences in the laboratory and continue
sadness, however, goes beyond mere reaction – it reflects to influence how participants interpret the conclusion
how profoundly the laboratory impacted her identity as of this transformative experience. Le Breton clarifies
a musician, demonstrating that creativity and emotional that emotions result from an interpretation, more or less
growth are intertwined. The drummer’s reflection also conscious, of an event of individuals influenced by their
provides a key perspective. Rather than focusing solely on own sensitivity. These emotions are thoughts in action,
technical development, he emphasized how the laboratory supported by a system of meanings and cultural values.
went beyond technique to explore the “conceptual and Affective culture offers models of experience and behavior
liberating dimensions of music.” His statement that the that individuals adapt according to their personal history,
true impact of the laboratory would only be understood style, and especially their assessment of the situation. 7
over time reinforces the idea that deep emotional and
creative experiences often require temporal distance to be The study challenges traditional views of creativity as
fully processed. This testimony underlines that emotional primarily a cognitive or technical process by emphasizing
engagement fostered by the laboratory was central to the centrality of effect in creative development. In the
personal transformation. Saxophonist 1 reflected on musical creation laboratory, feelings were not merely
the friendships formed and her desire to explore new by-products of the process; they were integral to shaping
instruments, stating that the laboratory allowed her to the participants’ artistic and personal trajectories. This
“explore without fear of making mistakes.” This testimony challenges models of creativity that underplay the role
exemplifies how emotional safety fosters creative risk- of emotions and demonstrates that creativity is a holistic
taking and exploration – an insight critical for educators process, driven by exploration, risk-taking, and self-
aiming to support creative development. Another example expression. By recognizing emotions as “thoughts in
is the guitarist, who expressed emotional ambivalence at the action,” supported by a system of cultural meanings, this
end of the workshop, feeling both sadness and happiness. study advances current theories by illustrating that creative
He celebrated the musical exchanges and relationships freedom is deeply intertwined with personal engagement.
built but also lamented the conclusion of the process. This Participants’ experiences were not only musical but also
ambivalence underscores the complexity of emotions that redefinitions of their place in the artistic and social world.
arise when a space of creation and deep connection comes Furthermore, this study highlights the importance of
to an end. affective culture in the development of creative processes.
Participants did not engage with music in isolation; they
The reflections shared by the laboratory participants
provide valuable insights into the transformative power brought their individual histories, musical traditions, and
sensitivities into the laboratory, where collective exchanges
of the creative process, highlighting not only the intensity became rich sites of knowledge transfer. These interactions
of the experience at the end but also how deeply it was
connected to personal and artistic development. In the helped participants redefine their own creative identities,
laboratory, emotions served as a critical medium through challenging models that separate individual and collective
which participants experienced, processed, and ultimately creativity, and showing that both emotional and cultural
transformed their relationship with music and themselves. factors play a crucial role.
The feelings of sadness, ambivalence, and satisfaction The findings of this study suggest several practical
reflect a dynamic process of engagement that facilitated implications for music educators and creators seeking to
deeper creative exploration. This engagement formed foster creativity in educational settings. One key takeaway is
the foundation for an evolving creative journey, where the importance of creating emotionally safe environments

Volume 3 Issue 2 (2025) 7 doi: 10.36922/ac.4782