Abstract
Work on musical development continues in a variety of ways. Associated with this is a range of theories and assumptions, though these are not always explicit. In this paper some of the major contributions are reviewed. These include theories of separate developmental channels for different musical activities, theories of musical concepts and symbol systems, and the generic theory of Swanwick and Tillman, a theory of musical understanding. Relationships between these theories are suggested along with implications for teaching and learning.
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