ABSTRACT
This chapter explores some literature and then profiling the case of Emma and her students in a case study of an English secondary class that has composition as part of the music curriculum. It explains some suggestions for building blocks for the design of pedagogies of creative collaboration. Other reviews on creativity are available with a particular focus on arts education, music psychology, music education, performing arts and sports science and psychological science. Emma learned the piano and sang in church, but stopped her formal music training at the age of 13, choosing art instead of music at secondary school. Emma was involved with rock bands at college and wrote songs there, joining a rock band and touring Europe in her 20s. After returning to England, she studied a university Jazz course and then trained to be a music teacher. For instance, she acknowledges different 'ways' in which pupils may develop their creativity.
