Abstract
Here the life history data is used to examine where musical learning takes place, considering the relationships between home, school and other social contexts where musical skills and attitudes might be developed. The congruence of values between home and school is explored in detail, suggesting that while it is not necessary for children to be supported by musical experts in every sphere of their lives, interest in music flourishes most when music in school is seen to be relevant to the broader lives of young people and their families. Extra-curricular music-making is explored as an aspect of UK education which nurtures purposeful musical learning, as demonstrated in respondents’ vivid recollections of participation and its effects on confidence, friendships and skills. The 53 Italian responses offer a point of comparison, illustrating a more hierarchical system of specialist music education, and considering the long-term impact of a low profile for music in general education.
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