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Publication Detail
The Role of the Institution and Teachers in Supporting Learning
  • Publication Type:
  • Authors:
    Welch GF, Ockelford A
  • Publisher:
    Oxford University Press
  • Publication date:
  • Place of publication:
  • Pagination:
    509, 526
  • Chapter number:
  • Edition:
  • Editors:
    Hallam S,Cross I,That M
  • ISBN-13:
  • Status:
  • Book title:
    The Oxford Handbook of Music Psychology, Second Edition
  • Language:
  • Keywords:
    music, learning, institutions, teachers, activity theory, savant, adolescents, students
  • Addresses:
    Graham F Welch
    Institute of Education, Bedford Way
    WC1H 0AL

    Adam Ockelford
    University of Roehampton
    Roehampton Lane
    London Borough of Wandsworth
    United Kingdom
We draw on four contrasting examples to illustrate how institutions and teachers support and shape music learning. Institutions include cultural settings and educational establishments, and teachers are broadly defined as people who have a role in musical learning, such as peers, and are distinguished by having knowledge of perceived value to the learner. The underlying conceptualization is that individual and collective music learning is nurtured within social contexts. The lens of activity theory is used to explore how learning and development are the product of inter- and intrapersonal behaviors shaped by cultural artifacts, tools (e.g., language, selected music repertoire), expectations and “rules” (conventions and norms) within a community setting. The examples reflect the contextualized music learning experiences of (1) a young musical savant, (2) advanced music students in higher education, (3) female choristers in a traditionally all-male UK cathedral setting and (4) diverse groups of adolescents in lower secondary school.
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