1. Investigating the impact of music education
1.1 Whose story? Defining and interpreting musical life histories
1.2 Aims, scope and limitations
1.3 Approaches to data collection and analysis
1.4 Existing research on musical life histories
1.5 Global perspectives on music
education
1.6 Structures and voices in this book
Interlude A
Interlude B
2. Learning across generations: musical childhoods in twentieth century Britain
2.1 Lifelong learning: a reasonable aim for music education?
2.2 Life histories in context: British music education in the
twentieth century
2.3 Generational trends in formative musical experiences
2.3.1 1930s-1950s: gramophones, piano lessons and school assemblies
2.3.2 1960s-1970s: encouragement and independence
2.3.3 1980s-1990s: musical pluralism and exploration
2.4 Historical trends, current
debates
2.4.1 Classroom music
2.4.2 Music outside the classroom
2.4.3 Teacher and parent attitudes
2.4.4 Music in the home
2.4.5 Lifelong learning and involvement
Interlude C
Interlude D
3. Locations for musical learning
3.1 Where musical learning happens
3.2
The characteristics of supportive musical environments
3.3 Extra-curricular music-making
3.4 Musical self-education
3.5 An Italian perspective - music as specialist education
3.6 Summary: situated learning for music
Interlude E
Interlude F
4. Inspiring, affirming,
challenging: significant people in musical learning
4.1 What makes a memorable classroom music teacher?
4.2 Instrumental teachers as mentors
4.3 Parents as role models and mentors
4.4 Siblings, extended family and friendships as sources of musical learning
4.5 Learning from
learning: becoming teachers and parents
4.6 Summary: musical supporters and role models
Interlude G
Interlude H
5. Opportunities and outcomes in lifelong musical engagement
5.1 Musical routes and roots
5.2 Becoming music educators
5.3 Becoming music-makers
5.4
Becoming adult learners
5.5 Becoming listeners and concert-goers
5.6 Summary: foundations for lifelong musical involvement
Interlude I
Interlude J
6. Rhetoric and reality: the real impact of music education
6.1 Overview: learning from life histories
6.2 Historical
rhetoric and remembered reality
6.3 Contemporary rhetoric and future opportunities
6.4 Summary: relevance and timelessness in musical learning
Interlude K
Interlude L
7. Chances, choices and conclusions
7.1 Chances and choices in musical education
7.2 The usefulness of
life history approaches
7.3 Recommendations and future directions
Postlude
Glossary
References
Index
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Stephanie Pitts is Senior Lecturer and Director of Undergraduate Studies at the Music Department of the University of Sheffield, and author of Valuing Musical Participation: Case Studies of Music Identity and Belonging (Ashgate Ltd., 2005) and, with Eric Clarke and Nicola Dibben, Music and
Mind in Everyday Life (OUP, 2009).