This paper explores the policy trajectories of ‘creativity’ (less easily measurable and frequently working outside the mainstream curriculum) and ‘performativity’ (easily measurable and working inside the mainstream curriculum) in relation to the overall provision of music education across the UK. The paper begins with an introduction to the broad discursive contexts within which educational policy and practice has developed in the UK. This is followed by a description of the ways in which music teachers can appropriate reforms and adapt them in practice through creative mediation.