The article investigates the possibilities of creative tasks in encouraging motivation for music learning in upper grade students. On the basis of Swanwick's concept of music epistemology and the tasks prepared following the principles of contemporary music composition, a music learning model in upper grades has been prepared. The efficiency of the model was tested by way of a research project. The experiment lasted two academic years. The case study method was applied for the monitor and assessment of the results. The article presents in detail the analysis of the change in motivation for music learning in four student groups of different background in music educatio
