ABSTRACT
This chapter discusses differences between andragogy and pedagogy, basic assumptions about adult learners and how the music teacher acts as a facilitator in adult learning environments. It also discusses how to design effective adult learning environments using the music learning facilitation cycle and the importance of acknowledging previous experiences of the learner during adult learning and music making. Despite a large body of literature supporting specialized techniques for working with adult learners, many music teachers continue to use the same methods and materials whether teaching children or adults. Knowles stressed that teachers need to be facilitators of learning and as such, their role is to design programs that “facilitate the acquisition of content by the learner”. Excellent music teachers understand how to sequence music and technique appropriately, building upon students' strengths and weaknesses so they will meet with success at their instrument and eventually progress to learn more challenging repertoire.
