Emergent Musical Possible Selves in Primary School

This chapter focuses on music learning and participation in primary school contexts, considering the ways in which these early formal music education experiences may contribute to lifelong musical possible selves. We begin the chapter with a discussion of some issues concerning the roles of specialist music teachers and generalist classroom teachers, in primary music education. We then discuss the particular ways that teachers may exert an influence on children’s developing musical possible selves, first considering musical preferences and then discussing some different ways that the three facilitation modes and the experiential learning cycle proposed by Heron may be articulated within primary music classrooms.