ABSTRACT
This chapter discusses means of fostering inclusive music-making experiences as demonstrated in the practices of a music therapy rock band, the Smooth Criminals. It highlights possible physical and social barriers to participation that might limit learners with developmental disabilities in a rock band music learning spaces (MLS). Applications of the adaptive and habitus-confronting practices of the Smooth Criminals into other types of MLS may offer avenues for fostering more inclusive music-making experiences and, in doing so, might ensure all learners a place in the band. Music therapy literature concerning community music therapy regularly explores issues, outcomes and approaches to musicking with persons with developmental disabilities. Community music research seeks to uncover how musical practices "enable and empower people to develop their cultures, artistry, creativity, identity, health and 'community' " through music. Music education literature related to disability tends to centre on special education-derived inclusive practices. The approach to music learning demonstrated by Smooth Criminals embodies the haphazardness of informal learning.
