ABSTRACT
Music is often considered to be inherently creative. However, there are many differing perspectives and definitions of creativity that make it difficult for music educators to define and recognise it in the classroom. These difficulties are multiplied when teachers need to think about ways of assessing the achievements of their pupils. This chapter draws on Paynter’s thinking about music education, and considers what musical assessment of creativity in musical learning in school classrooms could entail if the performativity culture, which has held sway in recent years, were to be bypassed. It begins with a consideration of creativity in music lessons. From there it moves to thinking about what is valuable in the music produced by pupils and how this might be assessed. It concludes by suggesting a change in emphasis towards making music as a first logical and helpful step.
