The Life of Bowles 391

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‘We get responses about how it’s great and then how I can improve. ‘More opinions and also framework from the teachers as well, like, because by the end of the machine you get informed your focus on and level. You don’t get told what you’ve completed well and everything you haven’t done well. You don’t really get any personal opinions while you’re doing it. ‘Lower down the years, they involve you but they’ve usually favoured the youngsters who’ve been good at music.’ (Year 11, boy). ‘People who obviously didn’t have the music lessons and don’t understand much need lots of help, like reading music’ (Year 10, boy). ‘They help us. But like if we need the help. Autonomy: Closely related to the part of the instructor in Musical Futures was students’ stress on the importance of autonomy. ‘I like what we’re doing at the moment in music which is making our very own songs, writing our own lyrics. ‘I suppose this will depend actually on who you are. ‘I liked producing our very own song because we had to totally think of fresh lyrics and think of it simply ourselves and perform it in front of people who came from different colleges. ‘I think the learners are given plenty of trust from the teachers. We've quite a lot of freedom to do what we wish.