ABSTRACT
This chapter captures the pedagogical experience of traditional music classes for both members and tutors. The format of classes and the key activities are outlined, together with the pedagogical strategies implemented by tutors. The cultivation of an oral-aural environment for learning is seen to be crucial. I identify the scaffolded tasks designed to foster the competence required for participation in social music-making, illustrated by data from the case study. I discuss the method of teaching tunes by ear through modelling and imitation, and the various uses of music notation. Shared repertoire functions as a means of learning an instrument and acquiring musicianship skills. Strategies used by tutors may also create the conditions for an experience of ‘group flow’ in class. I show how varying, ornamenting and arranging tunes are taught as part of the idiom of traditional music, but also facilitate differentiated learning.
