ABSTRACT
Creativities in childhood and education have long been seen as central pedagogical principles in the primary curriculum. Music, too, is a vital part of childhood. The promotion of musical creativity requires creative teaching. Creativity as a concept covers a lot of ground and its meaning shifts in response to changing cultural contexts and conditions. Children find immense pleasure in musical participation, whether in formal roles as performers, composers, improvisers, song makers, notators and audiences or in the multiple forms of children's musical play genres that constitute part of an oral tradition. Harnessing the musicality and creativity and the curiosity and enthusiasm of children and teachers in collective action can prove very powerful in bringing about change in school communities. Creativity emerges as children become actively engaged in exploring ideas, initiating their own learning, making choices and controlling decisions about how to express themselves using different sounds and practices.
