ABSTRACT
Teachers and children develop trust through engagement in meaningful learning communities. Teachers and children are at the heart of this process, and creativity in education is in part determined by the cultural surroundings in which the school is located, in terms of the multiple musical styles and influences encountered, whether at home, through the media or beyond. To be precise, 'what counts' as music and making informed judgements about creativity plays a major part in determining the teachers' practice and must ensure the creative involvement of the teacher. Creative teachers need to act as creative role models themselves who value the creative dimensions of their own musical lives and make connections between their personal responses to experience children's music and their teaching. Although music and teaching, as with music and learning, are closely interrelated, they tend to be respectively the province of one or other of these two disciplines and distinguished as different kinds of knowledge.
