Creativities in childhood and education have long been seen as central pedagogical principles in the primary curriculum. Music, too, is a vital part of childhood. It is a subject which deserves to be taught with skill and depth as part of the primary curriculum and should be a vital part of what children learn as part of their primary schooling entitlement. Today’s primary teachers need not feel divided and unsure of their individual capacities for teaching music because they are, in reality, well positioned to provide unprecedented opportunities for nurturing the musical and creative capacities of children. We now have a spectrum of research evidence, which is firmly aligned with the UN Convention on the Rights of the Child. It describes the purposes which the primary phase of education should serve and the values which it should espouse, and suggests a primary curriculum and learning environment that places arts and creativity generally, and music specifically (whether statutory or non-statutory elements), at the ‘heart’ of effective primary education (Alexander, 2010).