ABSTRACT
Creative music making (CMM) is largely the result of an ongoing search for answers to basic questions: Why one want to make music, what is making music that one really like and what one do to further developing the things. In North American music education, there have been significant shifts of emphasis that have affected the balance. The study of music is considered to be an important tool in the development of abilities as diverse as critical thinking, intuition, motor skills, social skills, and creative problem solving. In music schools and conservatories, students' time was increasingly devoted to acquiring and perfecting performance techniques. The development of listening skills was increasingly limited to music theory classes. The technical achievements made possible by the electronic media are rarely, if ever, attained in live performance, because people are simply not perfect. Subjective musical concerns individual musical expression, spontaneity, and soulfulness have been diminishing concerns in the environment.
