ABSTRACT
The musicians' recollections of learning experiences revealed key differences to 'formal' music education. Bearing in mind the ubiquity of popular and traditional musical styles, interest in the educational benefits drawn from them is unsurprising. It was commonplace for classically-trained music teachers in the EPP to come from backgrounds that offered little. The discrepancy between students' first impressions of ear-playing and their experience in practice was probably a result of not having previously grasped how to listen to music analytically in other words, 'structural listening'. John Paynter's advancements for the music classroom, principally his work with the Schools Council from 1973 to 1982, entailed a similar exploratory spirit with the child firmly at its heart. Technological advancements such as computers, smartphones and iPods enable people to engage more easily, in more creative ways and with a far greater assortment of cultural products than ever before with a variety of consequences. In Instrumental teaching, Mills articulates the purpose of instrumental lessons.
