Book
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Contents
- Contents: Foreword, Robert Fripp
- What is it to be musically educated?: Research methods
- Concluding thoughts
- Skills, knowledge and self-conceptions of popular musicians: the beginnings and the ends: The 'beginnings'
- Professional musicianship: the 'ends'
- Some self-conceptions of popular musicians
- Learning to play popular music: acquiring skills and knowledge: The overriding learning practice: listening and copying
- Peer-directed learning and group learning
- Acquiring technique
- Practice
- Acquiring knowledge of technicalities
- Summary
- Attitudes and values in learning to play popular music: Discipline and osmosis
- Enjoyment
- Valuing musicianship
- Valuing oneself
- Attitudes to 'other' music
- Summary
- Popular musicians in traditional music education: Classical instrumental tuition
- Traditional classroom music education
- Summary
- Popular musicians in the new music education: Popular music instrumental tuition
- The new classroom music education
- Popular music in further and higher education
- The musician's views of popular music in formal education
- Summary
- The formal and the informal: mutual reciprocity or a contradiction in terms?: The neglect of informal learning practices in formal music education
- Informal learning practices, attitudes and values: their potential for the formal sphere
- What can teachers do?
- Appendix: summary profiles of the musicians
- Bibliography
- Index.