ABSTRACT
It has become commonplace in music education to refer to the learning and teaching of music as identical twins, nearly indistinguishable from each other. This might be true when a 14-year-old spends her spare time teaching herself the electric bass. It may also be the case when a select junior high school group performs to the director’s full expectations. But even in the latter of the two scenarios, we cannot assert that teaching and learning came fully together because we do not know, for example, whether all choir members learned as the result of the teacher’s instructions: Did they fully understand what they were doing, or did they simply imitate the “leaders” around them? Did they already know the piece from church or camp?
