While creativity is often celebrated in music education, less attention has been paid to how students actually experience creative risk, authorship, and uncertainty—particularly in ensemble settings. This study explores how Grade 7 vocal music students navigate creative processes in collaborative classroom environments that intentionally embrace ambiguity and musical risk-taking.The inquiry is grounded in the Scholarship of Teaching and Learning (SoTL), which positions classroom practice as a site of rigorous, reflective, and publicly shareable research. Within this framework, the teacher functions as a practitioner-researcher (Schön, 1983), systematically inquiring into pedagogical impact, while student perspectives are understood not as supplementary but essential to understanding learning. SoTL enables this study to examine how pedagogical design, assessment practices, and creative agency intersect in practice.The project emerges from a 2023 teaching intervention in the Choral Ensemble component of a Kodály certification course, where adult music educators co-created choral arrangements through improvisation, experimentation, and student-led decision-making. Although not initially framed as research, subsequent reflection-on-action (Schön, 1983) revealed tensions around agency, assessment, and the pedagogical potential of collaborative musical making in spaces of uncertainty. Positioned as a formative case, this experience informs a structured, ethics-approved inquiry in a Middle School vocal music classroom.The study is conceptually informed by Buchman’s (2021) “make-to-know” framework, which posits that creativity is often discovered through the very act of making. Knowledge, identity, and expression emerge in process—through doing—especially in exploratory spaces. Drawing on sociocultural and constructivist learning theories (Vygotsky, 1978; Bruner, 1996), and framed by research in student voice and agency (Cook-Sather, 2006; Craft, 2005), assessment for/as learning (Boud & Falchikov, 2007), and identity formation in pedagogy and creativity (Leach & Moon, 2008; Csikszentmihalyi, 1996), the study positions students as active meaning-makers shaped by dialogic, collaborative learning spaces.Through classroom observations, reflective journals, and semi-structured interviews, the following questions guide the inquiry:How do Grade 7 vocal students experience uncertainty during creative tasks?In what ways does engaging in musical making (e.g., improvisation, experimentation, arranging) influence students’ self-understanding as singers?What are the perceived benefits and challenges—from both teacher and student perspectives—of integrating “make-to-know” principles in the Middle School vocal classroom?By bridging a music teacher education setting with a Middle School classroom, this SoTL project offers insights into how creative pedagogies can support voice, belonging, and artistic risk-taking in music education.