Contexts for Music Learning and Participation

1. Front Matter

   Pages i-x

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2. Introduction

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 1-22

3. Shaping Musical Possible Selves in the Early Years

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 23-42

4. Emergent Musical Possible Selves in Primary School

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 43-60

5. Secondary Schools and Their Role to Play in Musical Possible Selves

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 61-80

6. The Role of Further and Higher Education in Shaping Musical Possible Selves

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 81-101

7. Musical Possible Selves in Extra-Curricular Ensembles and Instrumental and Vocal Tuition

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 103-122

8. Lifelong Musical Possible Selves: Adult Music Learning and Participation

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 123-141

9. Supporting Musical Possible Selves in Programmes With Social Aims

   • Andrea Creech, Maria Varvarigou, Susan Hallam

   Pages 143-161

10. The Emergence of Musical Possible Selves Through Musical Learning in the Home

    • Andrea Creech, Maria Varvarigou, Susan Hallam

    Pages 163-179

11. Peer Learning and the Construction of Musical Possible Selves

    • Andrea Creech, Maria Varvarigou, Susan Hallam

    Pages 181-201

12. Musical Possible Selves and Self-directed Music Learning Across the Lifespan

    • Andrea Creech, Maria Varvarigou, Susan Hallam

    Pages 203-222

13. Developing Musical Possible Selves Through Learning with Technology and Social Media

    • Andrea Creech, Maria Varvarigou, Susan Hallam

    Pages 223-238

14. Back Matter

    Pages 239-281

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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. 

• 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
• learning and instruction

• Schulich School of Music, McGill University, Montreal, Canada

  Andrea Creech

• Mary Immaculate College, University of Limerick, Limerick, Republic of Ireland

  Maria Varvarigou

• UCL Institute of Education, London, UK

  Susan Hallam

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. 

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