Facilitation in popular music education

Abstract

Abstract This article explores the evolving role of facilitators in popular music education contexts, building on research in music education related to a range of topics such as calls for reform, informal learning, experiential learning, popular music and technology based music learning contexts. A popular music education facilitator employs constructivist learning approaches through student-centred experiential processes. A series of case studies were conducted at various schools including middle schools, high schools and post-secondary contexts. Participants’ classroom management styles ranged from from low-control to high-control facilitation. Student perspectives indicated that facilitation promoted democracy, autonomy, diversity, hospitality, differentiation, exploration, creativity, collaboration and inclusivity. The findings and implications of this research apply to the music education profession, calling into question foundations of student-centred learning, autonomy and increased student agency in music learning contexts.