The writer looks at the meanings of the word ‘play’ and its properties, and draws attention to the common elements and the differences to be observed in the play of young people and adults respectively. He applies these observations to music, giving examples.

He then considers how classroom teachers have used some of the ‘play’ principles in their work, and introduces the idea of drawing instrumental teachers into similar patterns of action – to be fully developed in the other articles in this group. He summarises recent writings on the subject and his own practical contributions over the last few years.