O’Neill espouse generativity and flourishing in a musical environment, but the environment is created by other factors.  Belongingness (Baumgardner) plays a role fostering a setting that allows older children to experiment with new musical ideas and skills.

The bottom third of the triangle on p. 73 of Bartel’s article on early childhood education is very relevant to the musical education of older school age children.  The qualities outlined there “sense of community, opportunity, self-efficacy, and psycho-social context” all contribute to the environment that allows TME to work.

What do high school aged kids see of this from their perspective and how does it shape their music experience?  Which of these elements are important to them and help shape their participation and musical development.  What role do student leaders play in shaping this environment and how are they shaped by it?

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