Titlebook: Contexts for Music Learning and Participation; Developing and Susta Andrea Creech,Maria Varvarigou,Susan Hallam Book 2020 The Editor(s) (if

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Musical Possible Selves and Self-directed Music Learning Across the Lifespan,cted learning, framing this discussion with the six dimensions of learning proposed by Heron, as set out in Chap. . of this book. The intersection of self-directed learning and experiential learning is then discussed, focusing on the idea of contextualised meaning-making. We follow this with some ex

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Developing Musical Possible Selves Through Learning with Technology and Social Media,chnology and social media to promote innovative approaches and to enable access to music learning among under-served groups. We begin this chapter with the idea of ‘disruptive technologies’ that provide a way to ‘do music’ differently in face-to-face contexts. We then turn to online communities that

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Brain Development and Ontogeny of Behaviorsn of learning, adopting the lens of Heron’s (.. Kogan Page Ltd., 1999; .. Routledge, 2009) model of manifold learning. We consider the ways in which differing orientations to facilitation and learning intersect with formal, non-formal and informal practices and contexts, in turn shaping the developm

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Essential Psychiatric Disordersexperiences may contribute to lifelong musical possible selves. We begin the chapter with a discussion of some issues concerning the roles of specialist music teachers and generalist classroom teachers, in primary music education. We then discuss the particular ways that teachers may exert an influe

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Tech-vexed: The Awesome Price for Artificehting some critical questions and debates. We explore the ways that different facilitation approaches within tertiary music education can have a profound influence on the musical trajectories of students who are at a critical transition point in their lives. The idea of students as partners is discu

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Rachel Sing-Kiat Ting,Justine Jian-Ai Thong serve school-aged children and young people. We consider the developmental potential of extra-curricular music learning and participation, interpreting this within the framework of positive and creative youth development.

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Palgrave Studies in Indigenous Psychologyidea of music-making as leisure. The question of whether adult learning is qualitatively different from learning at any other stage of life is discussed, framed by the concepts of andragogy and geragogy. We consider the implications of music learning and participation in adulthood, with regard to re