ABSTRACT
This chapter focuses on a project organized by one of the authors to facilitate and observe development of creativities among a small number of popular music graduates of the Institute of Contemporary Music Performance (ICMP) in London, England, where the authors work as teachers and programme leaders. The project is typical, in scale and duration, of initiatives that the authors and others on the programme leadership (middle management) team at the ICMP are encouraged to incorporate into their roles, developing their own creativities as teachers and educational leaders at the school. This forms part of a wider culture of institutional creativity at the ICMP 1 in which programme leaders are enabled to effect changes with relative ease and speed. The authors teach across programmes, on modules covering aspects of music theory, listening, performance, composition, technology, history, business/entrepreneurship and research. We acknowledge that not all of our peers in the higher music education sector can be as creative on a programme or institutional level. For instance, Kratus (2007) and Williams (2007) have highlighted the self-perpetuating closed circuit of traditional music education in the US that can frustrate creativities on every level – institutionally, down to those of individual students and teachers.
