ABSTRACT
Singing pedagogies need to be responsive to the challenges of engaging young singers who are growing up in today’s fluid and fast-changing digital age, in deep, meaningful, and enduring learning. There is evidence to suggest that transformative music engagement (TME) provides a useful framework for thinking about what is needed for young people to become deeply engaged in the process of music learning with the aim of optimizing their full potential. This chapter examines the pedagogical practices and student experiences associated with transformative learning within a school-based choral singing program at the secondary level.
