Led and exploratory activities are both important.

Structured work Free flow music making
Everyone takes part Children join in when they want to
Requires quiet and attention Can happen around lots of other activities
Good for introducing and teaching songs, activities and how to use instruments Good for individual children to explore in their own way and timing
Predominantly adult-directed, with children’s suggestions Predominantly child-directed, with adult suggestions
Can be short Best to have time to explore
Quick results Work develops over time
Ticks boxes, easy to ensure music curriculum is covered Provides deep experience for children, connects with non-musical goals
Predictable Unpredictable


What works best will be affected by the age group, the number of children and the space you’re in.

Each environment, each group of children, and each adult facilitator will lend themselves to different outcomes.

School classes need more structure than smaller groups of younger children.