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2017, Oxford handbooks, ISBN 0199372136, xxx, 700 pages
"Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than... 
Music | Technological innovations | Instruction and study | Digital citizenship | Educational change | Music literacy | Creative practice | Educational technologies | Evidence-based education | Preservice teachers | Technology skill development | Participatory culture | Sound and place | Initial teacher education | Deterritorialization | Adaptive technology | Distinction | Learners with exceptionalities | Makers | Music learning | Music education curriculum | Africa | Techno-human future | Praxis shock | Long-distance learning | Musical subjectivity | Pop | Twenty-first-century skills | Instrument-making | Universal design for learning | Romanticism | Technological determinism | Finland | Stakeholders | Teacher preparation | Music teacher education | Learning and teaching | Music teacher roles | Problem-finding | Authority | Musicians workshop | Disabilities | Slow music | Collaborative model | School classrooms | Contextual | Innovation | Faculty development | Literacies | Innovative pedagogies | Professional development | Communication | Context | Multimedia | Social | Skill development | Techné | Public health communication | Self-determination | Social technologies | Musically educated | Education technology | Irrelevant | West africa | Out-of-school learning | Curriculum | Place | Power | Participation | Enabling technologies | Humans | Music notation | Totally pedagogized society | European perspectives | Living well with less | Learner-centered | Metaphor | Multiarts | Teaching | Learning | Creative literacy | Networked technologies | Heidegger | Pedagogical fundamentalism | Peer-to-peer learning | Technology and music creativity | Sound recordings | Teenagers | Digital technology | Primary schools | Creation | Technological affordances | Interaction | Behavior change | Parochial practice | English secondary schools | Music teacher preparation | Music technologies | Democratic education | Scepticism | Music technology | Digital audio workstations | Maker space | Technology integration | Technological limitations | Tpack | Mobile learning | Information and communication technology | Internet | Savoring | Teacher attitudes | Practice-led enquiry | Greek education | Postsecondary music education | Teacher resistance | Inclusion | Epistemology | Hip-hop | Administrative technologies | Equity | Risk | Narcissism | Higher education change | Poiesis | Classroom music teaching | Classroom | Community music | Digital pedagogy | Technology traditions | Authentic processes | Autonomy | Children | Music education technology | Popular music | Aristotle | International | Non-formal music education | Composition | Health | Globalization | Pop music | Rhythmic video games | Exploration | Motivate | Learner/musician | Apprenticeship | Higher education | Slow food | Informal learning | Community | Gender issues | Music fluency | Education policy | Autonomy popular music | Credentialing | Education 3.0 | Communities of musical practice | Music education | Prosumer | Technology access | School-based routes | Pre-service teachers | Ict in music education | Musical intelligence | Mediatization | Augmenting music | Local | Disease control | Creativity | Technologies | Technology competencies | Local context | Totally technologized society | Teacher educator | Teaching with technology | Performance | Sociocultural | Digital natives | Texas music education | Guinea | Diversity | Teacher certification | Invention | Ensembles | Implementation | Empowerment | Technogenesis | Well-being | Music teachers’ concerns | Sociology | Musical analysis | Informal music learning | Digital literacies | Pedagogy in-service preservice | Sequencing | Information communications technology | Communities of response | Conservatory model | Tools | Spreadability | Flow | Learning resources | African context | Interest-driven learning | Play | School experience | Pedagogy | Recording | Differentiation | Integration of technology | Policy | Choice | Digital arts | Music teacher certification | Limitations | Passeur culturel | Celebrities | Radical pedagogy | Education | Ofsted | Technology | Learner agency | Electronica | Culture | Musicking | Role of technology | Pedagogical paradigms | Teacher training | Digital culture | Ethnomusicology | Youth | Vulnerability | Pressure | Mobile technologies | Place philosophy | Digital media | Piano | Groove | School music | Internet evolution | Software | Musicianship | Technology use philosophies of technology | Assimilation | Facilitator | Constructionism | New media | At-risk student | Self led development | Music teacher educators | Rhythmic video games music technology | Notation | Music making | Perspective | Music experience | Higher music education | Participatory music | East timor | Music theory | Triple revolution | Portfolios | Ethnography | Futurism | Gcse examination | Music teacher attitudes | West | Fear of change | Digital music | Opportunities | Change | Commodification | Linguistic relativity | Digital instruments | Technological assimilation | Digital learners | Inclusive | Pluralism | Collaboration | Teacher education
Book
2008, Ashgate popular and folk music series, ISBN 9780754662426, xi, 213
Book
Education Sciences, ISSN 2227-7102, 06/2018, Volume 8, Issue 2, p. 66
Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical... 
Lifelong learning | Non-formal education | Education and society | Music schools | Music teachers | Music education | Entrepreneurs | music schools | education and society | lifelong learning | non-formal education
Journal Article
International Journal of Community Music, ISSN 1752-6299, 02/2018, Volume 11, Issue 1, pp. 55 - 69
Cultural and socio-political disruptions have a direct impact on educational provision in both formal and non-formal contexts. Since the end of the Second... 
formal | cultural | music education | Scotland | non-formal | socio-political | Socio-political | Non-formal | Music education | Formal | Cultural
Journal Article
Australian Journal of Music Education, ISSN 0004-9484, 2017, Volume 51, Issue 2, pp. 29 - 45
Journal Article
Music Education Research, ISSN 1461-3808, 05/2019, Volume 21, Issue 3, pp. 243 - 256
This paper reports on a pilot study of the Musical Futures approach conducted in two secondary and two primary schools in Ireland. A case study approach... 
secondary | teachers | informal learning | students | Musical futures | non-formal teaching | primary | EDUCATION & EDUCATIONAL RESEARCH | MUSIC | EDUCATION | Learning | Music education | Pedagogy | Informal education
Journal Article
07/2017, Palgrave Studies in Alternative Education, ISBN 331958989X, 134
The case study presented in this book offers one potential response to the institutionalised social and educational inequities that young people continue to... 
Alternative schools | Schools and Schooling | Sociology of Education | Education | Creativity and Arts Education | Alternative Education | Alternative education
eBook
Cultural Geographies, ISSN 1474-4740, 1/2016, Volume 23, Issue 1, pp. 87 - 101
This article considers the processes of musical learning that take place across formal, non-formal and informal contexts and spaces. Building on notions of... 
Non-formal music education | Young people | Music learning | Pedagogy | Education | Music place | Cultural policy | Habitus
Journal Article
Australian Journal of Music Education, ISSN 0004-9484, 2011, Issue 1, pp. 11 - 15
The concept of non-formal learning, which falls outside the categories of informal and formal learning, has not been as widely discussed, especially in the... 
Community involvement | Music education | Nonformal education | Community music | School music | Non-formal education | Instruction and study | Music in education | Research | Learning strategies | Methods | Learning | Music Teachers | Music | Churches | Nonformal Education | Models | Music Education | Outcomes of Education | Mentors
Journal Article
CULTURAL GEOGRAPHIES, ISSN 1474-4740, 01/2016, Volume 23, Issue 1, pp. 87 - 101
This article considers the processes of musical learning that take place across formal, non-formal and informal contexts and spaces. Building on notions of... 
education | habitus | music place | GEOGRAPHIES | POLITICS | cultural policy | pedagogy | non-formal music education | ENVIRONMENTAL STUDIES | young people | music learning | GEOGRAPHY
Journal Article
Revija za Elementarno Izobraževanje, ISSN 1855-4431, 09/2017, Volume 10, Issue 2-3, pp. 221 - 234
Our schools are becoming more and more multicultural every year. It is no longer uncommon to have in the same classroom students from over a dozen... 
non-formal art | multicultural education | creativity | Case Study research | Educational context
Journal Article
Music Education Research, ISSN 1461-3808, 10/2015, Volume 17, Issue 4, pp. 480 - 498
Journal Article
Philosophy of Music Education Review, ISSN 1063-5734, 10/2011, Volume 19, Issue 2, pp. 179 - 197
Informal instructional approaches have long been an important component of a complete education in general and of music education in particular. But informal... 
Music | Formal education | Musical performance | Music education | Music learning | Music teachers | Aural learning | Music students | Informal learning | Musicians | Non-formal education | Philosophy | Instruction and study | Informal Education | Educational Practices | Teaching Methods | Music Education | Practice | Music in education | Models | Methods
Journal Article
09/2017, 1, Oxford Handbooks, ISBN 9780199372133
Culturally, many Africans feel that African music must be taught in context and through methods that are specific to Africa. Thus far, “African culture” and... 
African context | non-formal music education | technology access
Book Chapter
09/2015, Palgrave studies in creativity and culture, ISBN 1137545968, 255
How can teachers facilitate creative collaboration among students in the classroom? This book brings together global research to investigate teaching from the... 
Educational tests and measuremen | Teacher-student relationships | Group work in education | Creative teaching
eBook
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