1. I do agree that children's creative ability should not be assessed. The only time I would possibly need to assess is if there were guidlines that children were to adhere to in the assignment, and even then, I feel if the children did diverge, I most likely would allow that, assuming it helped their creaitve process along. In that case, though, I wouldn't really be asessing their creaitvity as much as their ability to do what the teacher asked.
3. I would defne musical creativity as the Manhattanville Music Curriculum Program did, saying "Creativity in music...refers to activities in which the pupil uses aural imagination, aural insights, and aural judgement to fashion sounds into music." I do not believe that the actual skill of being creative is important to my philosophy, but giving children the opportunities to explore and be creative in a safe environment is.
5. Improvisation would be the primary musical creative area I would feel most comfortable teaching an assessing. This is because it is the area, in my opinion, that allows children to have the most guided freedom. For example, the class might be doing a song in ABA form, where the B section in an improvised accompaniment on a barred Orff instrument. In order to guide them, I may have taken off certain bars so the melody sounds right, and I might give them the instruction to use rhythms of du and du de any way they want to, and I might tell them to end on Do. After writing all that, it seems like a lot of guidance, but as an example, I could give those guidelines, and then th children could do anything else within that frame. And, as I said in the asnwer to question 1, if the child did go outside the guidlines, I would probably be more happy for them since they took their imporvisation into their own hands rather than being upset that they did not follow directions.
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