ABSTRACT
We frame this chapter with the theoretical lens of transformative learning, drawing in particular on the work of Illeris (2009). We argue that the multidimensional and potentially transformational nature of musical learning requires a holistic theoretical framework that takes account of contextualised experiential, practical, conceptual and imaginal dimensions of learning (Heron, 1999) and furthermore captures the interplay between intrapersonal processes and interpersonal dynamics (Illeris, 2014). Case studies of music learning in secondary school, at home and in the community are interrogated using the transformational lens. We conclude with implications for practice and research, focusing on facets of facilitation and the role of reflection, discourse and narrative.
