ABSTRACT
Creative music making (CMM) as pedagogy was developed primarily for musicians. It can be of value in other applications in a grade school classroom or an adult continuing-education class. For the purposes of using CMM at the grade school level, it is recommended that the sessions be limited to small groups, with number of participants determined by the age of the children. In the classroom the job of dealing with a recording device becomes more challenging for the teacher/facilitator. The ideal scenario would be to have another adult operating the recording equipment. The CMM process nevertheless clearly provides a method that can be used by teachers in meeting music standards. In some parts of North America, national, statewide, or provincial standards in music education provide that grade school students should have classroom experiences in music improvisation. By utilizing the four steps of CMM, playing on a homemade amadinda can provide students of any age with meaningful experiences in improvising music.
