ABSTRACT
This chapter explains the teachers' pedagogies in terms of their agency and the structures they inhabit, as a means to understand how they are able to exercise agency successfully. It is organised using the conceptual framework diagram. Teachers direct student activities; they tell students what to do. Making music included both formal and informal activities. Formal activities included short performances within a lesson and rehearsing for performances; informal activities included what we might call 'workshops'. Teachers' practical theories are important because they shape their pedagogies. At the classroom level, pedagogies are shaped by students, space, physical resources and time. Music pedagogies are also shaped by the institutional level; indeed the institutions can often determine whether there is any music education at all. Teachers' pedagogies were influenced by their agency and by structures at the micro, meso and macro levels. Their practical theories generated activity, purpose, and a sense of overall direction.
