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.