ABSTRACT
This chapter discusses conceptions of musical ability, transformational models of music learning, playing instruments and singing, music technology skills, creativity, motivation and identity, the social, emotional and cognitive benefits of music learning and performance-related health problems (PRHPs). Maria Varvarigou and Andrea Creech consider transformational models of music learning. They highlight the multidimensional nature of musical learning with its potential to foster profound change at social, emotional, cognitive or physical levels. Transformational learning is that which changes the learner in meaningful ways. Zhukov discusses issues related to choosing an instrument, reading notation, playing by ear, acquisition of technical skills, sight-reading and practising individually and in ensembles. Where Zhukov stresses technical aspects of acquiring performance skills on an instrument, Cohen emphasises accessibility for everyone to sing throughout the lifespan. Finally, music studies may have positive influences on motivation, socio-emotional development, mental health and wellbeing and prosocial behaviour across the life course.
