El Sistema music programmes have blossomed over the past decade, with the aim of fostering social development through intensive orchestral music instruction. Many scholars agree that creative music making can facilitate student agency development, increase a sense of belonging and promote creative expression by allowing students to bring their perspectives to the learning context. With these benefits apparent, it seems rational that El Sistema should incorporate creative music making into its curriculum. To build understanding of how creative music approaches function in some programmes, I used a multiple qualitative case study to examine eight teachers’ perspectives of creative music making within El Sistema and after-school music programmes in Canada and the United Kingdom. Findings revealed that teachers conceptualized creative music making as activities that develop agency through collaborative music creation, that have the benefit of creating a sense of belonging and that give students the opportunity to contribute to their community. Successful nurturing of creative music making seems to rely on connecting students to their wider community, which is achieved in part through incorporating students’ own musical tastes. Teachers’ experiences with creative music making in their own music education played a crucial role in preparing them to teach creative music.

El Sistema音乐计划在过去十年中蓬勃发展，旨在通过密集的管弦乐音乐教学来促进社会发展。许多学者认为，创作音乐可以使学生将自己的观点带入学习环境，从而可以促进学生机构的发展，增强归属感并促进创作表达。有了这些好处，El Sistema应该将创意音乐制作纳入课程安排，这是合理的。为了加深对创意音乐在某些课程中的功能的理解，我使用了多个定性案例研究，考察了El Sistema以及加拿大和英国的课后音乐课程中八位教师对创意音乐制作的看法。调查结果表明，教师将创意音乐创作概念化为通过协作音乐创作发展代理的活动，这些活动具有创造归属感的好处，并为学生提供了为社区做出贡献的机会。成功培养创意音乐似乎依赖于将学生与更广泛的社区联系起来，这在一定程度上是通过结合学生自己的音乐品味来实现的。教师在他们自己的音乐教育中的创造性音乐制作经验对于他们准备教授创造性音乐起着至关重要的作用。成功培养创意音乐似乎依赖于将学生与他们更广泛的社区联系起来，这在一定程度上是通过结合学生自己的音乐品味来实现的。教师在他们自己的音乐教育中的创造性音乐制作经验对于他们准备教授创造性音乐起着至关重要的作用。成功培养创意音乐似乎依赖于将学生与更广泛的社区联系起来，这在一定程度上是通过结合学生自己的音乐品味来实现的。教师在他们自己的音乐教育中的创造性音乐制作经验对于他们准备教授创造性音乐起着至关重要的作用。