"In Chances and Choices, Stephanie Pitts surveys the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. Pitts draws upon rich qualitative data from her own extensive original study of over 100 adults with an active interest in music in the UK and Italy to address several key themes in the study of music education. Intertwined with discussion of topics such as music education policy and the role that music teachers and other role models play in nurturing musicians are first person 'interludes' that showcase the stories and voices of the research participants as they reflect upon the influences and opportunities that shaped their musical life histories. Pitts' analysis adds valuable context to these stories, illuminating the historical and contemporary debates about music education and proposing ways in which school music might better prepare young people for continued participation in music throughout their lives. A companion website contains Pitts' data sets and analytical frameworks; the website also features an interactive database through which readers can share their own musical life histories and search others that have been contributed there. Shedding new light on the long-term effects of music education, Chances and Choices is an important resource to understand how we can encourage lasting engagement with music and other cultural activities in every individual." -- p. [4] of cover and publisher's website.

Investigating the impact of music education. Whose story? defining and interpreting musical life histories ; Aims, scope, and limitations ; Approaches to data collection and analysis ; Existing research on musical life histories ; Global perspectives on music education ; Structures and voices in this book -- Interlude A -- Interlude B.

Learning across generations: musical childhoods in twentieth century Britain. Lifelong learning: a resonable aim for music education? ; Life histories in context: British music education in the 20th century ; Generational trends in formative musical experiences ; 1930s-1950s: gramophones, piano lessons, and school assemblies ; 1960s-1970s: encouragement and independence ; 1980s-1990s: musical pluralism and exploration ; Historical trends, current debates ; Classroom music ; Music outside the classroom ; Teacher and parent attitudes ; Music in the home ; Lifelong learning and involvement -- Interlude C -- Interlude D.

Locations for musical learning. Where musical learning happens ; The characteristics of supportive musical environments ; Extracurricular music-making ; Musical self-education ; An Italian perspective: music as specialist education ; Summary: situated learning for music -- Interlude E -- Interlude F.

Inspiring, affirming, challenging: significant people in musical learning. What makes a memorable classroom music teacher? ; Instrumental teachers as mentors ; Parents as role models and mentors ; Siblings, extended family, and friendships as sources of musical learning ; Learning from learning: becoming teachers and parents ; Summar: musical supporters and role models -- Interlude G -- Interlude H.

Opportunities and outcomes in lifelong musical engagement. Musical routes and roots ; Becoming music educators ; Becoming music-makers ; Becoming adult learners ; Becoming listeners and concert-goers ; Summary: foundations for lifelong musical involvement -- Interlude I -- Interlude J.

Rhetoric and reality: the real impact of music education. Overview: learning from life histories ; Historical rhetoric and remembered reality ; Contemporary rhetoric and future opportunities ; Summary: relevance and timelessness in musical learning -- Interlude K -- Interlude L.

Chances, choices and conclusions. Chances and choices in musical education ; The usefulness of life history approaches ; Recommendations and future directions -- Postlude -- Glossary.

Includes bibliographical references (p. 205-216) and index.