I feel the constant pressure for more choice. But I think that Janet said it well and it applies to me in the visual arena. She said:
"During musical improvisations the students are given a structure to adhere to, but they improvise within it."
This seems critical.
It is in the balance of freedom within the structure that the choice seems valuable. They may like free reign or free choice without structure but it is not educationally sound.

I like the level of choice given. I present the lesson. Students interpret it as they see and sometimes feel. I never touch their work. It is theirs. I might ask questions to clarify thinking or give feedback, but their way of working is their own--as it should be.

In art, I have been using the DQ,driving questions, recently with my unit on the self portrait, and in the Red Grooms project. In the self portrait unit, students are creating 3D images about who the are. They asked the question about who they were first, and they investigated how they would interpret this info...as a mask showing hobbies, interests, as an ice rink for hockey players, etc. But the crucial part is that the artist is deciding and initiating the process. I offer support with technique, materials, and guidance.