With graded instrumental repertoire widely available, and three out of four GCSE exam boards linking standards to an equivalent grade, there can be a bias towards performing at KS3 as the means to present and assess outcomes, meaning less emphasis on tasks that require a creative response from students.
But what place does creativity – both in creative approaches to undertaking tasks, and in demonstrating creative and musical outcomes – play in classroom approaches to music learning at KS3?
But what place does creativity – both in creative approaches to undertaking tasks, and in demonstrating creative and musical outcomes – play in classroom approaches to music learning at KS3?
