1st Edition

Creative and Critical Projects in Classroom Music Fifty Years of Sound and Silence

By John Finney, Chris Philpott, Gary Spruce Copyright 2021
    280 Pages 37 B/W Illustrations
    by Routledge

    280 Pages 37 B/W Illustrations
    by Routledge

    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 by 16 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.

    Part 1 Introductions

    1. Purposes and Parameters

    2. John Paynter – Thinker

    John Finney

    3. Voices

    Part 2 Critical Issues in Creative Music Making

    1. Sound and Silence Recontextualised

    John Finney

    2. Conceptions of the Creative Process in Music and Arts Education

    Chris Philpott

    3. Giving Value to Musical Creativity

    Victoria Kinsella and Martin Fautley

    4. Creativity as Ideology

    Gary Spruce

    5. Being and Becoming Musically Creative: A view from early childhood

    Susan Young

    6. The Pedagogies of the Creative Classroom: Towards a socially just music education

    Gary Spruce

    7. Music and the Making of Meaning

    Chris Philpott

    8. The Role of Community in Defining 21st Century Creative Practice: A design-led approach

    Ambrose Field

    Part 3 The Projects

    1. Shapes into Music, Music into Shapes

    Lis McCullough

    2. Rhythms, Rhymes and Beats in Time

    Ally Daubney and Ollie Tunmer

    3. Propaganda, Protest and Politics

    John Finney and Elizabeth MacGregor

    4. Making Music for a Space

    Rebecca Lewis

    5. Music and Place

    David Ashworth

    6. Soundscapes of the Self

    Micheila Brigginshaw

    7. Music Technology and the Loop Sampler

    Tim Palmer

    8. Exploring Musical Sketchbooks

    Elizabeth Hastings-Clarke

    9. Repeats and Refrains

    Elizabeth MacGregor

    10. Concurrent Design

    Ambrose Field               

    11. Musical Revisionism

    Elizabeth MacGregor

    12. Layering and Repetition

    Emily Segal

    13. The One-Minute Solo

    Tim Palmer

    14. Rain

    Nancy Evans

    15. Eccentric

    Nancy Evans

    16. Desh and Dionysus

    Susan Young            



    John Finney taught music in secondary schools before teaching at Reading University, Homerton College and the University of Cambridge, where he led the postgraduate secondary course in music education. He has published widely on the interface between public policy and classroom practice in music education.

    Chris Philpott is Reader in Music Education at the University of Greenwich, London. He has written and edited books, articles, online texts and resources that are widely used in initial teacher education and academic music education programmes.

    Gary Spruce began his career as a secondary school music teacher. He is now subject leader for the pre-service music teacher education course at Birmingham City University. He has published widely on music education, particularly focusing on the relationship between music education and social justice and the professional development of teachers.