https://www.onlinesciencepublishing.com/index.php/ajce <p>2706-6088</p> Online Science Publishing en-US American Journal of Creative Education 2706-6088 https://www.onlinesciencepublishing.com/index.php/ajce/article/view/1737 <p>This study investigates six Swedish educators’ approaches and working methods regarding rap music as an educational tool. There may be a strength in incorporating rap music in schools. The aim of the paper was to investigate how rap music can be used as a pedagogical tool in the Swedish educational system. The following research questions were posed: <em>1) How can rap music be used in an educational context to describe exclusion</em>; and<em> 2) How can the use of rap music help students in school lessons? </em>Through six unstructured qualitative interviews with educators, the themes that emerged showed that it is important to talk about exclusion and see the individual from a critical pedagogical approach, where rap music can be a key to reaching young people. The findings showed that the educators see possibilities in using rap music in their respective activities, mainly to talk about rhythm and rhyme in the Swedish language but also as a discussion topic in a more social science context. It can also give the lessons a clearer intercultural perspective in education. The explicit expression of the music genre rap emerged throughout the interviews with the educators. A practical implication of this study is that music, especially the subgenre gangster rap, is an aesthetic expression that stands for more than just musical expression which may be considered as an educational tool to reach young people.</p> Thomas Gustavsson Ann-Kristin Pihlgren-Eveli Marcia Håkansson Lindqvist Copyright (c) 2026 2026-02-11 2026-02-11 9 1 1 15 10.55284/ajce.v9i1.1737 https://www.onlinesciencepublishing.com/index.php/ajce/article/view/1758 <p>The introduction of innovative experiential teaching approaches has been reported to improve student engagement and learning outcomes. The use of drawing, whiteboarding, Play Doh, movement and surface anatomy, including body painting encouraged student creativity and life-long learning of anatomy. An extra-curricular, inter-program anatomy competition called The Anatomy Cup, using innovative approaches, was introduced at the end of the first year of university. This friendly, fun and stimulating competition involved medical and health profession students, and staff, and involved a serious of challenges based on “hand-on” activities such as assembling torso models, identifying bones, “whiteboarding”, building structures with play doh, body painting, art and anatomical song and dance. The Anatomy Cup was a creative and novel event that offered students the opportunity to showcase the new innovative learning skills that they mastered in their first year of University, while also testing their anatomical practical skills and knowledge. This competition was a valuable tool for celebrating a successful year of anatomy learning for anatomy students and was a game-changer in maintaining high morale, satisfaction and engagement. It provided positive publicity for the universities and became an important event on the university calendar.</p> Claudia M. Diaz Copyright (c) 2026 2026-03-03 2026-03-03 9 1 16 27 10.55284/ajce.v9i1.1758