ABSTRACT
Providing an environment where creativity can thrive demands an understanding of the creative process and an acceptance that the outcomes of that process may be hard to predict. In this chapter we will explore creativity as a staged process. This is not to try to pin creativity down to the point where it becomes mechanistic, but rather to recognise that an understanding of the creative journey can make it easier to accommodate and encourage creative thinking in our pupils. The key role of the teacher in supporting creative development is to provide structures which offer a variety of approaches and accept a range of responses and outcomes. In this chapter we will:
vocal teaching (WCIVT) classroom; ● consider how this creative model might apply across the range of musical activity.
