Whether one elects to explore and create in the jazz, folk, or other idioms, children need a broad listening experience, a substantial repertoire of patterns, and most important, permission to think outside the box. It is imperative that music teachers create a classroom environment in which divergent thought is valued. Consider how students learn in other classes: they are primarily guided, as a class, to arrive at the same response, to calculate the one correct answer, and to repeat information. Imagine what a stimulating change of pace music class will be if creativity and diversity are nurtured. This author suggests starting with simple exploration activities in which each learner is finding personal limits and creating unique sounds. There are no wrong answers.