ABSTRACT
The Learning to Perform project shows some key findings from an empirical study of young musicians entering the conservatoire. Over a 3-year period, Further Education researchers Andy Fuller and Lorna Unwin investigated how musical learners developed proficiency in their chosen musical practice, but also a strong sense of identity as a musician, accompanied by a strong sense of efficacy and possibility. Learning to Perform project suggests a matter of extending identity and taking part in activities outside the immediate doctoral research imperatives. Expansive learning involves participation in activities outside the immediate educational setting, and is related to extending identity - in the case of this project, allowing students to build on their concept of what it is to be a musician. Rachael Cayley teaches academic writing and speaking to graduate students at the University of Toronto. She discusses the benefits of writing on social media in her blog Explorations of style.
