ABSTRACT
This chapter explores the literature on the connections in music education between analysis, improvisation and collaborative composition. Student perceptions of the process and its ease of transfer into various contextual 'creative teaching' practices will be explored through research undertaken with two cohorts of a secondary music Postgraduate Certificate in Education (PGCE) programme. The process's contribution to the development of creative teachers and as a model for creative learning in the classroom will be assessed. The re-imagining process has also been partly student-led to support the development of skills in creative direction, leadership and collaboration. The Bartok projects were devised as a way of initiating trainee secondary school music teachers into ways of thinking that subvert standard practices, a means of 'unsettling dominant conceptions of music learning'. Finally, related concepts of enterprise pedagogy, mis-listening and nomadism in music education will be examined for the theoretical dimensions they shed on the practice.
