Cover -- Half Title -- Title Page -- Copyright Page -- Table of contents -- Figures -- Tables -- List of Contributors -- Acknowledgements -- Part 1 Introductions -- Chapter 1.1 Purposes and parameters -- References -- Chapter 1.2 John Paynter -- Thinker -- Introduction -- Becoming a school teacher-composer -- Music in a liberal education -- Finding a place in the school curriculum -- Ways of knowing -- Who is the music teacher? -- The workshopping classroom -- Final thoughts -- Note -- References -- Chapter 1.3 Voices -- Robert Bunting

Schools Council Project 'Music in the Secondary School Curriculum' (1973-1980) -- Helen Coll -- Professor Emerita, Birmingham City University -- John Finney -- Faculty of Education, University of Cambridge -- Lucy Green -- Emerita Professor of Music Education, University College London, Institute of Education -- Grenville Hancox -- Visiting Professor, Canterbury Christ Church University -- Janet Hoskyns -- Professor Emerita, Birmingham City University -- George Odam -- Professor of Music and Music Education (retired), Bath Spa University -- Stephanie Pitts

Professor of Music Education, University of Sheffield -- Piers Spencer -- The Open University (retired) -- Ruth Wright -- Professor of Music Education, Western University, Canada -- References -- Part 2 Critical issues in creative music making -- Chapter 2.1 Recontextualising Sound and Silence -- Introduction -- New directions -- Gestation -- Sound and Silence and the child-centred tradition -- 'Savage children' and their 'primitive music' -- Inner worlds and the child as artist -- Expressivism in Sound and Silence -- Dialogues -- Summary and conclusion -- References

Chapter 2.2 Conceptions of the creative process in music and arts education -- Introduction -- The creative process and music education -- The subjective creative process -- The conservationist creative process -- The cognitive creative process -- The virtuosic creative process -- Summary of the types -- A Type 5 -- Conclusion -- References -- Chapter 2.3 Giving value to musical creativity -- Creative teaching and learning -- What does valuing young people's musical creativity entail? -- The current climate of accountability in classroom education -- Musical assessment -- Conclusion

Creative and Critical Projects in Classroom Music is both a celebration and extension of John Paynter and Peter Aston's groundbreaking work on creative classroom music, Sound and Silence, first published in 1970. Building on the central themes of the original work - the child as artist, the role of musical imagination and creativity, and the process of making music - the authors and contributors provide a contemporary response to the spirit and style of Sound and Silence. They offer reflections on the ideas and convictions underpinning Paynter and Aston's work in light of scholarship developed during the intervening years. This critical work is accompanied by16 creative classroom projects designed and enacted by contemporary practitioners, raising questions about the nature and function of music in education and society. In summary, this book aims to: Celebrate seminal work on musical creativity in the classroom. Promote the integration of practical, critical and analytical writing and thinking around this key theme for music education. Contribute to initiating the next 50 years of thought in relation to music creativity in the classroom. Offering a unique combination of critical scholarship and practical application, and published on the occasion of the 50th anniversary of Sound and Silence, themes from Paynter and Aston's work are here given fresh context that aims to inspire a new generation of innovative classroom practice and to challenge current ways of thinking about the music classroom.

OCLC-licensed vendor bibliographic record.