ABSTRACT
This chapter provides a model for how learner-centered concepts can work in a secondary choral setting. I share examples for how I (a) established a democratic learner-centered model, (b) facilitated learning in it, (c) fostered musical independence through it, and (d) enabled musical good times to flourish because of it. Some of these processes include embracing notions of hospitality, and blending formal/informal practices/processes. The examples shared within the chapter include how I facilitated learning fostered student choice, and maintained a healthy and viable group democracy.
