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Lifelong Learning Formal & informal learning Generic skills Mapping needs & industry Mentoring Literature Glossary




Literature Lifelong Learning in Music & the Arts


Overview of literature

Ablard, K.E. & Parker, W.D. (1997). Parents achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26, 651-67.


Adam, S. (2006). The Recognition of Prior Learning in the Contexts of European Trends in Higher Education and Lifelong Learning. In C. Corradi, N. Evans and A. Valk (eds.), Recognising Experiential Learning. Tartu: Tartu University Press.


AEC (2004). The Effects of the Bologna Declaration on Professional Music Training. Socrates Erasmus Thematic Network ‘Innovation in Higher Arts Education’. www.bologna-and-music.org


AEC (2007). Polifonia. Erasmus Thematic Network for Music. www.polifonia-tn.org


AEC (2007a). Quality Assurance and Accreditation in Higher Music Education: characteristics, criteria and procedures. www.bologna-and-music.org


Alheit, P. (1993). The Narrative Interview. An Introduction. Voksenpaedagogisk Teoriudvikling. Arbejdstekster nr. 11. Roskilde: Roskilde Universitetscenter.


Alheit, P. (1994). The "biographical question" as a challenge to adult education. International Review of Education 40 (3-5): 283-298.


Alheit, P. (1994a). Taking the Knocks. Youth Unemployment and Biography - A Qualitative Analysis. London: Cassell.


Alheit, P. (2000). Grounded Theory: Ein alternativer methodologischer Rahmen für qualitative Forschungsprozesse. Göttingen: Georg August University. Unpublished.


Alheit, P. and Dausien, B. (2002). The ’double face’ of lifelong learning: Two analytical perspectives on a ’silent revolution’. Studies in the Education of Adults, Vol 34, Issue I: 1 - 20.


Alheit, P. (2005). Challenges of the Postmodern ‘Learning Society’. A Critical Approach. In A. Bron, E. Kurantowicz, H. S. Olesen and L. West (eds.), ‘Old’ and ‘New’ Worlds of Adult Learning. Wroclaw: Dolnoslaskiej Szkoly Wyzszej Edukacji.


Alheit, P. (2005a). Stories and structures: An essay on historical times, narratives and their hidden impact on adult learning. In Studies in the Education of Adults 37 (2): 201-212.


Alheit, P. and Dausien, B. (2007). Lifelong Learning and Biography: A Competitive Dynamic Between the Macro- and the Micro Level of Education. In L. West, P. Alheit, A. S. Andersen, B. Merrill (eds.), Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives. Frankfurt am Main: Peter Lang.


Alperson, Philip. (1991) What should one expect from a philosophy of music education? Journal of Aesthetic Education, vol. 25, no. 3, 215-242.


Altenmüller, Eckart O. The neurobiology of music perception: cortical processing of time and pitch –structures. Discussant paper submitted to the Günne Conference 2001. http://www-agki.tzi.de/ik2001/prog/av/paper.pdf (23-06-2005)


Altenmüller, Eckart O. and Gruhn, Wilfried. Brain mechanisms. In: Richard Parncutt and Gary E. McPherson (eds.) The Science and Psychology of Music Performance. Creative strategies for teaching and learning, 63-82. Oxford [etc.]: Oxford University Press, 2002.


Andresen L., Boud D. & Cohen R. (2000) Experienced-Based Learning: Contemporary Issues, in G. Foley (Ed.) Understanding Adult Education and Training Sydney: Allen & Unwin, 225-239.


Anselm, E. (2003). "Aber zu Hause hab’ ich’s noch gekonnt: Häusliches Musizieren und Üben. Üben und Musizieren, 1, 23, 8-13.


Anderson, J.R. (1995). Learning and memory: an integrated approach. New York: John Wiley & Sons.


Animarts (2003) The art of the animateur: an investigation of the skills and insights required of artists to work effectively in schools and communities. London: Animarts. www.animarts.org.uk


Antikainen, A., Houtsonen, J., Huotelin, H. and Kauppila, J. (1996). Living in a Learning Society: Life-Histories, Identities and Education. London: Falmer Press.


Antikainen, A. (1998). Between Structure and Subjectivity: Life Histories and Lifelong Learning. International Review of Education 44 (2-3): 215-234.


Argyris C. & Schön D. (1974) Theory in Practice: increasing professional effectiveness. Washington DC: Jossey Bass.


Argyris C. & Schön D. (1978) Organisational Learning: a theory of action perspective. London: Addison Wesley.


Association Européenne des Conservatoires (2001). Promuse: Professional Integration of Musicians and Continuing Education in Music. Utrecht: AEC.


Atlas, G.D. (1994). Sensitivity to criticism: a new measure of responses to everyday criticisms. Journal of Psycho-educational Assessment, 12, 241-53.


Atlas, G.D., Taggart, T. and Goodell, D.J. (2004). The effects of sensitivity to criticism on motivation and performance in music students. British Journal of Music Education, 21 (1), 81-87.


Atwell, J.A., Conners, F.A. & Merrill, E.C. (2003). Implicit and explicit learning in young adults with mental retardation. American Journal on Mental Retardation, 108, 56-68.


Baarts C., Tulinius C. & Reventlow S. (2000) Reflexivity: a strategy for a patient-centred approach in general practice, in Family Practice, 17 (5), 430-434. www.fampra.oxfordjournals.org/cgi/content/full/17/5/430


Bailey, D. (1980). Improvisation – Its Nature and Practice in Music. New York: Da Capo Press.


Barry, N.H. (1992). The effects of practice strategies, individual differences in cognitive style, and gender upon technical accuracy and musicality of student instrumental performance. Psychology of Music, 20(2), 112-123.


Barry, H.N. (2000). Behind closed doors: What really goes on in the practice room. Paper presented at the meeting of the Southern Chapter of the College Music Society, Lafayette, LA.


Barry, N.H. and Hallam, S. (2002). Practice. In R. Parncutt and G. McPherson (eds.), The Science and Psychology of Musical Performance: Creative Strategies for Teaching and Learning. Oxford: Oxford University Press.


Bauman Z. (2005) Liquid Life. Cambridge: Polity Press


Beck, A. and Emery, G. (1985). Anxiety Disorders and Phobias: A Cognitive Perspective. New York: Basic Books.


Beck, U. (1992). Risk Society. Towards a New Modernity. London: Sage Publications.


Bentley T. (1998) Learning Beyond the Classroom: education for a changing world London: Routledge.


Berliner, P.F. (1994). Thinking in Jazz: The Infinite Art of Improvisation. Chicago: University of Chicago Press.


Bilhartz, Terry D., Bruhn, Rick A., Olson, Judith E. (2000) The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, vol. 20, no. 4, 615-636.


Bjorkvold, J-R. (1992). De muzische mens: het kind en het lied-spelen en leren in alle levensfasen. Rotterdam: Ad Donker.


Bjørnåvold, J. (2002). Assessment of non-formal learning: a link to strategies for lifelong learning? In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Boekaerts, M. & Simons, P.R-J. (1995). Leren en instructie: psychologie van de leerling en het leerproces. Assen: Van Gorcum.


Boekaerts, M. and Minnaert, A. (1999). Self-regulation with respect to informal learning. International Journal of Educational Research, 31: 533 - 542.


Bologna Declaration (1999). www.bologna-bergen2005.no


Bohm D., Factor D. & Garret P. (1991) Dialogue – A Proposal Encyclopaedia of Informal Education. www.infed.org/archives/etexts/bohm_dialogue.htm


Borgatti, S. (2005). Introduction to Grounded Theory. http://www.analytictech.com/mb870/introtoGT.htm


Boud D., Keogh R. & Walker D. (1985) Reflection: turning experience into learning. London: Kogan Page.


Boud D., Cohen R. & Walker D. Eds. (!993) Using Experience for Learning. Buckingham: SRHE and Open University Press.


Boud D. (1995) Enhancing Learning through Self-Assessment. London: Kogan Page.


Bourdieu, P. (1984). Distinction. A Social Critique of the Judgement of Taste. Cambridge (USA): Harvard University Press.


Brandstetter, W.G. (1944). A study of attitude in relation to musical accomplishment. MMus in Music Education. Austin: The University of Texas.


Brändström, S. (1998). Freedom to learn in music education. In: L. Reimers (Ed), Proceedings from EAS Conference, Stockholm 1998.


Bransford, J.D. & Brown, A.L. (2000). How people learn: brain, mind, experience and school. Washington: New Academic Press.


Breeuwsma, G. (1999). De constructie van de levensloop. Amsterdam: Boom / Open University.

Briner M. (1999) Carl Rogers. www.dean.usma.edu/math/activities/cape


Brodsky, W. (1995). Career Stress and Performance Anxiety in Professional Orchestra Musicians: a Study of Individual Differences and their Impact on Therapeutic Outcomes. PhD Thesis, University of Keele, Staffordshire, UK.


Brown J.S., Collins A. & Duguid P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42


Brown S. & Glasner A. (1999). Assessment Matters in Higher Education. SRHE and Open University Press.


Chaffin, R. and Lemieux, A.F. (2004). General perspectives on achieving musical excellence. In A. Williamon (ed.), Musical Excellence; strategies and techniques to enhance performance. Oxford: Oxford University Press.


Clutterbuck D. & Megginson D. (1999) Mentoring Executives and Directors. London: Butterworth-Heinemann.


Coaching & Mentoring Network (2006) Coach and Mentor Definitions. www.coachingnetwork.org.uk/ResourceCentre


Colardyn, D. (2002). From formal education and training to lifelong learning. In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Collins, Mary Ann and Amabile, Teresa M. (1999) Motivation and Creativity. In: Robert J. Sternberg (ed.). Handbook of Creativity, 297-312. Cambridge [etc.]: Cambridge University Press.


Connolly, C. and Williamon, A. (2004). Mental skills training. In A. Williamon (ed.), Musical Excellence; strategies and techniques to enhance performance. Oxford: Oxford University Press.


CONNECT (2004) Compare and Contrast: sharing knowledge within a collaborative framework. London: Guildhall School of Music & Drama.


Cook, J. (1998). Mentoring, Metacognition and Music: Interaction Analyses and Implications for Intelligent Learning Environments. International Journal of Artificial Intelligence in Education, 9, 45-87.


Crosier, D., Purser, L. and Smidt, H. (2007). Trends V: Universities shaping the European Higher Education Area. Brussels: European University Association. www.eua.be


Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper Collins Publishers.


Davidson, Jane W., Howe, Michael J.A., Moore, Derek G. and Sloboda, John A. (1996) The role of parental influences in the development of musical performance. British Journal of Developmental Psychology, vol. 14, no. 4, 399-412.


Davidson, Jane W., Howe, Michael J.A., and Sloboda, John A. (1997) Environmental factors in the development of musical performance skill. In: David J. Hargreaves and Adrian C. North (eds.): The Social Psychology of Music, 188-206. Oxford [etc.]: Oxford University Press.


Davidson, J.S. and King, E.C. (2004). Strategies for ensemble practice. In A. Williamon (ed.), Musical Excellence; strategies and techniques to enhance performance. Oxford: Oxford University Press.


Delin A. (1999) Do Dancing (Leicester, Foundation for Community Dance). www.communitydance.org.uk


Department for Education and Skills (2005) Leading and Co-ordinating CPD in Secondary Schools (Nottingham, DfES Publications, 0188-2005G). www.standards.dfes.gov.uk/keystage3


Department for Education and Skills & Department for Culture, Media and Sport (2005) Music Manifesto, Report No.1 (Nottingham, DfES Publications). www.musicmanifesto.co.uk


Dewey J. (1916) Democracy and Education. An Introduction to the Philosophy of Education (1966 edn.). New York, Free Press. www.ilt.columbia.edu/publications/Projects/digitexts/dewey


Dewey J. (1938, [1965 edn.]) Experience and Education. New York: Macmillan.


Dews, C.L.B. & Williams, M.S. (1989). Student musicians’ personality styles, stresses, and coping patterns. Psychology of Music, 17, 37-47.


Dick, B. (2005). Grounded theory, a thumbnail sketch. http://www.scu.edu.au/schools/gcm/ar/arp/grounded.html


Duvekot, R. (2002). The dynamics of non-formal learning and the opening-up of national learning systems. In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Dyson, K. (2004). Improvisation and the brain: A musicians’ perspective. Sheffield University, Psychiatry Department paper, June 23.


Dyson, K. (2004). Early musical development of Lester Young, Joe Pass, Charlie Parker and Billy Evans – How they learned to improvise. Paper presented at the Leeds Jazz Conference, April 2nd.


Edwards, R. Ransom S. & Strain M. (2002) Reflexivity: towards a theory of lifelong learning, in International Journal of Lifelong Education, 21 (6), 525-536


EFMET (2004). European Forum for Music Education and Training. www.emc-imc.org/efmet


Elliot, David J. (1991). Music as knowledge. Journal of Aesthetic Education, vol. 25, no. 3, 21-40.

Elliott, D. (1995) Music Matters. New York: Oxford University Press.


Eraut M. (2000) Non-formal learning, implicit learning and tacit knowledge in professional work, in F. Coffield (Ed.) The Necessity of Informal Learning. Bristol: The Policy Press/ESRC, 12-31.


Ericsson, Karl A. (1996) The acquisition of expert performance. In. Karl A. Ericsson (ed.). The Road to Excellence. The acquisition of Expert Performance in the Arts and Sciences, Sports, and Games, 1-50. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.


Ericsson, K.A. (1997). Deliberate practice and the acquisition of expert performance: An overview. In H. Jorgensen and A.C. Lehmann (Eds.), Does practice make perfect? Current theory and research on instrumental music practice. Oslo: Norges Musikkhogskole.


Ernst, A. (1999). Lehren und Lernen im Instrumentalunterricht: Ein pädag¬ogisches Handbuch für die Praxis. Mainz: Schott Verlag.


European Commission (2000). Memorandum of Lifelong Learning. Commission staff working paper. http://europa.eu/int/comm/education/life/index.html


European Commission (2001). Making a European Area of Lifelong Learning a Reality. www.ec.europa.eu/education/policies/lll/life/index.en.html


European Commission (2004). Common European Principles for Validating of Non-Formal and Informal Learning. Brussels: Doc DG EAC B/1 JJBJ D.


European Commission (2005). Towards a European Qualifications Framework for Lifelong Learning. http://europa.eu.int/comm/education/policies/2010/consultations_en.html


EU Joint Quality Initiative and Dublin descriptors (2005). http://www.jointquality.org.

European Commission (2006).Culture sector study. http://europa.eu./culture/eac/index_en.html


European Commission (2007). Communication on a European agenda for culture in a globalizing world. http://ec.europa.eu/culture/eac/communication/consult_en.html


Ericsson, K.A., Krampe, R.Th. and Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, vol. 100 (3): 363-400.


Field, J. (2000). Lifelong Learning and the New Educational Order. Stoke-on-Trent: Trentham Books.


Field, J. (2005). Social capital and lifelong learning. The encyclopedia of informal education. www.infed.org/lifelonglearning/social_capital_and_lifelong_learning.htm


Fishbein, M., Middelstadt, S.E., Ottati, V., Strauss, S. and Ellis, A. (1988). Medical problems among ICSOM musicians: Overview of a national survey. Medical Problems of Performing Artists, 3: 1-8.


Fischer, K.W., & Biddel, T.R. (1998). Dynamic development of psychological structures in action and thought. In R.M. Lerner (Ed.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed., pp 467-561). New York: Wiley.


Flohr, John W. and Hodges, Donald A. (2002) Music and neuroscience. In: Richard Colwell and Carol Richardson (Eds.). The new handbook of research on music teaching and learning, 991-1008. (Oxford [etc.]: Oxford University Press.


Florida, R. (2002). The Rise of the Creative Class. New York: Basic Books.


Fook J. (2004) Critical Reflection Training (La Trobe University, Australia. www.latrobe.edu.au/cpd


Fordham, P.E. (1993). ‘Informal, non-formal and formal education programmes’. In YMCA George Williams College ICE301 Lifelong Learning Unit 2. London: YMCA George Williams College.


Fragoulis, H. (2002). Innovations to address the challenges of lifelong learning in transition countries. In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Freire P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin Books.


Gardner H. (1983) Frames of Mind. London: Fontana.


Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.


Gardner, H. (1993). Creating Minds, An Anatomy of Creativity, Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham and Gandhi. New York: Basic Books.


Gaunt, H. (2004). Instrumental/vocal teaching and learning in conservatoires: a case study of teachers’ perceptions. London: Guildhall School of Music and Drama.


Gaunt, H. (2005). Instrumental/vocal teaching and learning in conservatoires: a case study of teachers’ perceptions. In G. Odam and N. Bannan (eds.), The Reflective Conservatoire. London: Guildhall School of Music & Drama/Aldershot: Ashgate.


Geertz, C. (1973). Thick Descriptions: Toward an Interpretative Theory of Culture. In The Interpretation of Cultures: Selected Essays. New York: Basic Books.


Gembris, H. and Langner, D. (2006). What are Instrumentalists Doing After Graduating from the Music Academy? In Gembris, H. (ed.), Musical Development from a Lifespan Perspective. Frankfurt am Main: Peter Lang Verlag.


GGD Rotterdam e.o. (2004) Rotterdamse Jeugdmonitor. Resultaten 14-15 jarigen per deelgemeente (2000/2002). Rotterdam.


Gibbs, G. (2007). Analyzing Qualitative Data. London: Sage Publications.


Giddens, A. (1991). Modernity &Self-Identity. Stanford: Stanford University Press.


Giddens A. (1984) The Constitution of Society; outline of the theory of structuration. Cambridge: Polity Press. www.clas.ufl.edu/users/gthursby/rel/mod-giddens.htm


Giddens A. (1991) Modernity and Self-Identity. Cambridge: Polity Press.


Glaser, B. G. and Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.


Goleman, D. (1995). Emotional Intelligence. Why it can matter more than IQ. New York: Bantam Books.


Gorard, S., Fevre, R. and Rees, G. (1999). The apparent decline of informal learning. Oxford Review of Education, 25, 4.


Gordon, J. (2002). New challenges for vocational education. In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Green L. (2003) How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot: Ashgate.


Gregory, S. (2004). Quality and Effectiveness in Creative Music Workshop Practice: an evaluation of language, meaning and collaborative process. MPhil Thesis, Royal College of Art, London.


Gregory, S. (2005). Artistic Processes and the Notion of Shared Leadership. Case Study of the Artistic Reflective Project 2004. Groningen/The Hague: Lectorate Lifelong Learning in Music. www.lifelonglearninginmusic.org


Gregory, S. (2005a). The creative music workshop: a contextual study of its origin and practice. In G. Odam and N. Bannan (eds.), The Reflective Conservatoire. London: Guildhall School of Music & Drama/Aldershot: Ashgate.


Gregory, S. (2005b). Creativity and conservatoires: the agenda and the issues. In G. Odam and N. Bannan (eds.), The Reflective Conservatoire. London: Guildhall School of Music & Drama/Aldershot: Ashgate.


Gruson, Linda M. (1988). Rehearsal skill and musical competence: does practice make perfect? In: John A. Sloboda (Ed.). Generative processes in music. The psychology of performance, improvisation and composition, 91-112. Oxford: Clarendon Press.


Guest A.B. (2006) Coaching and Mentoring; a strategy for success.


Hacker, D.J. (1998). Definitions and empirical foundations. In D.J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Metacognition in educational theory and practice. London: Laurence Erlbaum Associates.


Hager, P., Gonzci, A. and Athanasou, J. (1994). General issues about Assessment of Competence. Assessment & Evaluation in Higher Education, 19.


Hallam, S. (1994). Novice musicians’ approaches to practice and performance: learning new music. Newsletter of the European Society for the Cognitive Sciences of Music, 6: 2-10.


Hallam, S. (1997). Approaches to instrumental music practice of experts and novices: implications for education. In H. Jorgensen and A.C. Lehmann (Eds.), Does practice make perfect? Current theory and research on instrumental music practice. Oslo: Norges Musikhogskole.


Hallam, S. (1998). Instrumental teaching: A practical guide to better teaching and learning. Oxford: Heinemann


Hallam, Susan. (1998) The predictors of achievement and dropout in musical tuition. Psychology of Music vol. 26, 116-132.


Hallam, S. (2001). The development of expertise in young musicians: strategy use, knowledge acquisition and individual diversity. Music Education Research, 3(1), 7-23.


Hallam, S. (2001). The development of metacognition in musicians: implications for education. British Journal of Music Education, 18 (3), 27-39.


Hargreaves, David J. (1985) The developmental psychology of music. Cambridge: Cambridge University Press.


Hargreaves, D.J. (1995). De muzikale ontwikkeling van kinderen. In F. Evers, M. Jansma, P. Mak & B. de Vries (eds.), Muziekpsychologie: muzikale ont¬wikkeling, schepping, beleving en waarneming. Assen: Van Gorcum.


Hargreaves, David J. (1996) The development of artistic and musical competence. In: Irène Deliège and John Sloboda (eds.). Musical beginnings. Origins and development of musical competence, 145-170. Oxford: Oxford University Press.


Hargreaves, D.J., Marshal, N.A. & North, A.C. (2003). Music education in the twenty-first century: a psychological perspective. British Journal of Music Education, 20 (2), 147-163.


Hendriks, P., Taatgen, N. & Andringa, T. (1997). Breinmakers en breinbrekers: inleiding cognitiewetenschap. Amsterdam: Addison Wesley Longman.


Hobson A. (2003) Mentoring and Coaching for New Leaders: A Review of the Literature (Nottingham, National College for School Leadership). www.ncsl.org.uk/literaturereviews


Holden J. & Jones S. (2005) Hitting the Right Note: learning and participation at The Sage Gateshead . London: Paul Hamlyn Foundation and The Sage Gateshead.


Holden, J. (2008). Culture and Learning: Towards a New Agenda. London: Demos. www.demos.co.uk


Howe, Michael J.A. and Sloboda John A. (1991a) Young musicians’ account of significant influences in their early lives. 1. The family and the musical background. British Journal of Music Education, vol. 8, no. 3, 39-52.


Howe, Michael J.A., Davidson, Jane and Sloboda, John A. (1998) Innate talents: reality or Myth? The Behavioural and Brain Sciences, vol. 21, no. 3, 399-442.


Illeris, K. (2004). The three dimensions of learning. Frederiksberg, Roskilde University Press/ Leicester: Niace.


Ingen Housz, C. (1997). Hoe loodsen we onze leerlingen door de puberteit? ARCO, 20-24.


Jarvis, P. (2002). Lifelong learning: which way forward for higher education? In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Johannesen, A.M. (1997). Independence instrumental teaching in higher music education (master thesis). Oslo: Norwegian College of Music.


Jørgensen, H. (2000). Student learning in higher education: who is responsible? British Journal of Music Education, 17 (1): 67-77.


Jørgensen, Harald. (2001) Instrumental learning: is an early start a key to success?, British Journal of Music Education; vol. 18, no. 3, 227-239.


Jørgensen, H. (2004). Strategies for individual practice. In A. Williamon (ed.), Musical Excellence; strategies and techniques to enhance performance. Oxford: Oxford University Press.


Juslin, P.N., Friberg, A., Schoonderwalt, E. and Karlsson, J. (2004). Feedback learning of musical expressivity. In A. Williamon (ed.), Musical Excellence; strategies and techniques to enhance performance. Oxford: Oxford University Press.


Kaldeway, J. (2001). Muziekstudie en leerstijlen. Muziek & Onderwijs, 6, 123-126.


Kamp, M. van der (2006). The Contribution of APEL to Lifelong Learning. In Corradi, C., Evans, N. and Valk, A. (eds.), Recognising Experiential Learning. Tartu: Tartu University Press.


Kamp, M. van der (2007). Exploring Formal, Non-Formal and Informal Learning in Music. Dialogue in Music. Groningen/The Hague: Lectorate Lifelong Learning in Music.


Karvinen S. (2004) Social Work Supervision: contributing to innovative knowledge production and open expertise, in N. Gould & M. Baldwin (Eds.) Social Work, Critical Reflection and Learning Organisations. Aldershot: Ashgate.


Kenny, B.J. and Gellrich, M. (2002). Improvisation. In R. Parncutt and G. McPherson (eds.), The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning. Oxford (USA): Oxford University Press.


Kemp, A.E. (1995). Aspects of upbringing as revealed in the personalities of musicians. Quarterly Journal of Music Teaching and Learning 5 (4): 93-110.


Kemp, A.E. (1996). The musical temperament. Oxford: Oxford University Press.


Kemp, A.E. and Mills, J. (2002). Musical Potential. In R. Parncutt and G. McPherson (eds.), The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning. Oxford (USA): Oxford University Press.


Klarus, R. (2002). Postscript: deschooling or reschooling our society? In D. Colardyn (ed.), Lifelong Learning: which ways forward? Utrecht: Lemma.


Knight, P.T. (2002). Small-scale research: Pragmatic inquiry in the social science and the caring professions. Sage Publications.


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Kohnstamm, R. (1998). Kleine ontwikkelingspsychologie II: het jonge kind. Houten: Bohn Stafleu Van Lochem.


Kohnstamm, R. (2002). Kleine ontwikkelingspsychologie III: de adolescentie. Houten: Bohn Stafleu Van Lochem.


Kolb D. (1984) Experiential Learning; experience as the source of learning and development . Englewood Cliffs; NY: Prentice Hall.


Koning, H. de (1998). Leren zelfstandig leren: een didactische handleiding voor leerkrachten. Baarn: Nijgh Versluys.


Kors, N. and Mak, P. (2007). Vocal Students as Animateurs, a Case Study of Non-Formal Learning. In: P. Mak, N. Kors and P. Renshaw, Formal, Non-Formal and Informal Learning in Music. Groningen/The Hague: Lectorate Lifelong Learning in Music. ISBN 978-90-811273-3-2.


Krampe, R.Th. (2006). Musical Expertise from a Lifespan Perspective. In H. Gembris, (ed.), Musical Development from a Lifespan Perspective. Frankfurt am Main: Peter Lang Verlag.


Krishnamurti J. & Bohm D. (1985) The Ending of Time. London: Victor Gollancz.


Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Perpheral Participation. Cambridge: Cambridge University Press.


Lieblich, A, Tuval-Mashiach, R. and Zilber, T. (1998). Narrative Research; Reading Analysis and Interpretation. Thousand Oaks (USA): Sage Publications.


Linklater, F. (1997). Effects of audio- and videotape models on performance achievement of beginning clarinettists. Journal of Research in Music Education, 45(3), 402-414.


Lipman, M. (1991). Thinking in Education. Cambridge: Cambridge University Press.


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Mackworth-Young, L. (1990). Pupil-centred learning in piano lessons: an evaluated action research programme focusing on the psychology of the individual. Psychology of Music, 17, 73-86.


Macmillan, J. (2004). Learning the piano: a study of attitudes to parental involvement. British Journal of Music education, 21 (3), 295-311.


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