ABSTRACT
This chapter justifies why learning behaviour needs to be considered within a music-specific context; and understands how developing learning behaviours underpins the students' relationship with the curriculum, with other people and with themselves as learners. It also understands what musical learning behaviours are and how they might be facilitated in music classroom. The chapter discusses that this misses a vital step in learning about behaviour in the music classroom. It also discusses that facilitating learning behaviours in the music classroom requires us to: understands the complex relationships that underpin students' learning behaviours in a music context. The chapter explores what it means to demonstrate learning behaviours in a music context and, as teachers, be able to recognise them; and understands how to actively plan and facilitate musical learning behaviour. It identifies the ways in which thinking about developing learning behaviours, instead of managing behaviour, used as an alternative, more proactive way to promote effective learning in the music classroom.
