This paper contributes to a conceptual and empirical examination of the contribution of a generative arts tool to fostering music experimentation and improvisation in children. With reference to the work of Bourdieu and Dewey we propose that the significance of the tool is that it enables greater access to the experimentation required for aesthetic work. It provides some of the technical and performative aspects of music making that are commonly expected to be produced by the child through traditional music training, providing readymade musical resources enabling musical engagement and aesthetic participation.