ABSTRACT
This chapter considers a number of approaches to the development of music education networks drawn from the work of different schools. It presents a list of groups and organisations that give opportunities and funding for musically talented pupils. All schools work within the ‘confines’ of the National Curriculum or other examination specifications. For many teachers, this has become a worrying strait jacket that engenders formulaic responses and diminishes the role of creativity in music education. Pupils are intrigued by professional artists; they are keen to explore elements of their artistic practice and the processes involved in creating new works. This can be a double-edged sword. One artist's individual, idiosyncratic way of working in a particular art form may not translate well into the classroom environment. The Reflecting Others project adopted a simple yet authentic compositional process drawn from observations of electroacoustic composers' studio work for pupils to adopt.
