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© 2020

Contexts for Music Learning and Participation

Developing and Sustaining Musical Possible Selves

Benefits

  • Illuminates intersections between informal, non-formal and formal practices and contexts in music education

  • Examines the role these practices and contexts play in supporting the development of musical selves

  • Posits a multi-layered continuum of facilitation practices relevant across a range of contexts

Book

Table of contents

  1. Front Matter
    Pages i-x
  2. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 1-22
  3. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 23-42
  4. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 43-60
  5. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 61-80
  6. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 81-101
  7. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 103-122
  8. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 123-141
  9. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 143-161
  10. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 163-179
  11. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 181-201
  12. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 203-222
  13. Andrea Creech, Maria Varvarigou, Susan Hallam
    Pages 223-238
  14. Back Matter
    Pages 239-281

About this book

Introduction

Susan Hallam is Professor Emerita at the UCL Institute of Education, UK. Her research interests in music include practising, performing, musical ability, musical understanding and the wider impact of engagement with music.

Andrea Creech is Professor of Didactique Instrumentale at the Faculty of Music, Université Laval, Canada, where she holds a Canada Research Chair in music in community. Her current research and teaching focuses on collaborative learning, music for social development, and creative ageing in and through music. 

Maria Varvarigou is Lecturer in Music at Mary Immaculate College, Ireland. Her research interests focus on playing by ear and informal learning, intergenerational music making and choral conducting education. 

This book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal. 

Keywords

Learning frameworks Informal learning in music education Formal learning in music education Non-formal learning in music education Musical Possible Selves Music learning across the lifespan

Authors and affiliations

  1. 1.Schulich School of MusicMcGill UniversityMontrealCanada
  2. 2.Mary Immaculate CollegeUniversity of LimerickLimerickIreland
  3. 3.UCL Institute of EducationLondonUK

About the authors

Susan Hallam is Professor Emerita at the UCL Institute of Education, UK. Her research interests in music include practising, performing, musical ability, musical understanding and the wider impact of engagement with music.

Andrea Creech is Professor of Didactique Instrumentale at the Faculty of Music, Université Laval, Canada, where she holds a Canada Research Chair in music in community. Her current research and teaching focuses on collaborative learning, music for social development, and creative ageing in and through music. 

Maria Varvarigou is Lecturer in Music at Mary Immaculate College, Ireland. Her research interests focus on playing by ear and informal learning, intergenerational music making and choral conducting education. 


Bibliographic information