In this paper I begin to theorize what secondary school music education might look like "post-deconstruction." In particular, I explore the argument for a reconsideration of the importance of conceptualization in the process of music education. I argue that is it through coming into contact with powerful conceptual knowledge that…

The purpose of this study was to explore how highly trained performing musicians, currently working in higher education conservatoires or universities, understand, categorize, and reflect on their identification as a studio music teacher. Using an online survey involving participants (N = 173) across nine western countries, respondents identified…

The purpose of this study was to explore why highly trained musicians choose to teach in higher education. An international population from nine countries of music instrument teachers was sampled via online survey, to determine their reasons for teaching in higher education. Motivational constructs from the expectancy-value framework were used,…

Frank Callaway, the fourth Honorary President of ISME, was a New Zealander who contributed greatly to raising the profile of music education in both that country and Australia. His essentially democratic view of music education was moulded by his teaching experience at King Edward Technical College in Dunedin. At the University of Western…