Cover -- Contents -- Foreword -- Acknowledgements -- 1 What is it to be musically educated? -- Research methods -- Concluding thoughts -- 2 Skills, knowledge and self-conceptions of popular musicians: the beginnings and the ends -- The 'beginnings' -- Professional musicianship: the 'ends' -- Some self-conceptions of popular musicians -- 3 Learning to play popular music: acquiring skills and knowledge -- The overriding learning practice: listening and copying -- Peer-directed learning and group learning -- Acquiring technique -- Practice -- Acquiring knowledge of technicalities -- Summary -- 4 Attitudes and values in learning to play popular music -- Discipline and osmosis -- Enjoyment -- Valuing musicianship -- Valuing oneself -- Attitudes to 'other' music -- Summary -- 5 Popular musicians in traditional music education -- Classical instrumental tuition -- Traditional classroom music education -- Summary -- 6 Popular musicians in the new music education -- Popular music instrumental tuition -- The new classroom music education -- Popular music in further and higher education -- The musicians' views of popular music in formal education -- Summary -- 7 The formal and the informal: mutual reciprocity or a contradiction in terms? -- The neglect of informal learning practices in formal music education -- Informal learning practices, attitudes and values: their potential for the formal sphere -- What can teachers do? -- Appendix: Summary profiles of the musicians -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W.