ABSTRACT
This chapter examines learner-centred pedagogical notions and approaches to instrumental music teaching. It explores the use of improvisation and composition to keep the learner at the centre. This focus may overcome the perceived need for some kind of transition from playful early childhood music learning to a more formal situation, where some might say that ‘real music teaching and learning’ takes place. A pedagogue’s practice may be influenced by the deep roots of the Western classical music training tradition and their own experiences of learning an instrument. A new tune, one part of expectation two parts of spring sadness, and the rest just the great delight of walking alone and liking it. Some adults and children have lost the confidence to explore musical instruments, in the way babies might explore them. The physical environment can be constructed as a place for adventures in sound and to encourage improvisation.
