Marcelo Giglio is Professor and Head of research projects at the HEP-BEJUNE and Lecturer at the Institute of Psychology and Education of the University of Neuchâtel, Switzerland. Author of three books and several articles in different languages, Giglio is known in educational circles for his works on reflective and creative collaboration in the classroom, teacher-students relationship in creative settings, and teacher training transformations during educational changes. He embodies the rare combination of educational researcher, theorist with school experiences and training. During the past years, Giglio and colleagues have been involved in the design of flexible and creative pedagogical sequences and in the studies on the creative and collaborative learning; the teacher practices; and the new methods to achieve more creative curriculum, teaching, teacher education, and research.Preface by Anne-Nelly Perret-Clermont; University of Neuchâtel, Switzerland

• Introduction by the Series Editors.- Preface; Anne-Nelly Perret-Clermont.- Introduction.- PART I: FIRST MOVEMENT; Music, Creativity, Collaboration, and Reflection in the Classroom.- Chapter 1. Music, or the Organization of Sound.- Chapter 2. Towards an Innovative Methodology for Teaching Music.- Chapter 3. The Space Given to Musical Creativity in the Classroom4. Issues Debated in the Research Literature.- PART II: SECOND MOVEMENT; The Development of a Pedagogy in Different Educational Contexts.- Chapter 5. Flexible and Creative Pedagogical Sequences.- Chapter 6. 'Predicting, Implementing, and Observing': A Methodological Approach.- Chapter 7. First Stage: Implementation, Observations and Modifications from the Perspective of a Teacher Researcher.- Chapter 8. Stage Two: Implementatiom, Observations, and Modifications with Swiss Teachers-in-Training and an Argentine Teacher.- Interludium: A Pedagogical Approach.- Chapter 9. Consolidation of the Flexible Pedagogical Sequences.- Chapter 10. Towards a 'Socio-Creative' Approach of Education.- PART III: Third Movement; When Creative Collaboration Changes Teaching.- Chapter 11. Stage Three: Definitions and Considerations for Observing the Interaction Between Students and Teachers in Training.- Chapter 12. How Do Students Collaborate Creatively?13. Creative Scaffolding: A Way of Teaching that Should Change.- Chapter 14. HowStudent Creative Collaboration and Teaching Practices Affect Each Other.- Postludium: Conclusions and Perspectives.- Chapter 15. Towards a Creative Teaching / Learning Process.- Chapter 16. Five Research Perspectives for Researchers and Students.