ABSTRACT
Sybil Marshall's enterprising approach in her village primary school during the 1950s revealed progressive trends as she made space for children's impulses to create through the arts. She had come to understand the role of the creative activity as a time of symbolization and part of a creative process, drawing together and making complete wider experience and knowledge. At the same time the growing call for the recognition of children's individual differences ran in tandem with the idea of creativity. In the case of music education, the culture of class singing represented traditional values rooted in a form of regulation through repertoire and a quiet but persistent deference to the promotion of good taste, civility and the maintenance of the social order. In Ross's view music amongst the arts was lagging behind the other arts.
