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| Handbook Preface | |
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| SC Acknowledgments | |
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| SC External referees | |
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| Music education and the role of music in people's lives | |
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| Introduction and commentary: Music education and the role of music in people's lives | |
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| Music's place in education | |
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| International perspectives | |
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| A philosophy of music education | |
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| Cultural diversity: Beyond 'songs from every land' | |
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| Some contributions of ethnomusicology | |
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| Musical identities mediate musical development | |
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| Supporting motivation in music education | |
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| Becoming a music learner: Towards a theory of transformative music engagement | |
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| Initiating music programs in new contexts: In search of a democratic music education | |
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| Implications of neurosciences and brain research for music teaching and learning | |
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| Music learning and teaching in infancy and early childhood | |
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| Commentary: Music learning and teaching in infancy and early childhood | |
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| Musical lives of infants | |
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| Musicality and musical culture: Sharing narratives of sound from early childhood | |
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| Music and language in early childhood development and learning | |
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| Musical participation from birth to three: Towards a global perspective | |
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| Music learning and teaching during childhood: Ages 5-12 | |
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| Commentary: Music learning and teaching during childhood: Ages 5-12 | |
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| Children's ways of learning inside and outside the classroom | |
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| Creating in music learning contexts | |
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| Meaningful connections in a comprehensive approach to the music curriculum | |
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| Multiple worlds of childhood: Culture and the classroom | |
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| Music education in the generalist classroom | |
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| Instrumental ensemble learning and performance in primary school | |
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| Music learning and teaching during adolescence: Ages 12-18 | |
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| Commentary: Music learning and teaching during adolescence: Ages 12-18 | |
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| Teaching, learning and curriculum content | |
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| Youth culture and secondary education | |
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| Assessment in the secondary music classroom | |
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| The community music facilitator and school music education | |
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| Creativity in the secondary music classroom | |
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| Technology in the lives and schools of adolescents | |
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| Vocal and Choral Music | |
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| Commentary: Vocal and choral music | |
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| Solo voice pedagogy | |
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| Group and ensemble vocal music | |
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| The young singer | |
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| The older singer | |
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| Voice health and vocal education | |
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| Instrumental Music | |
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| Commentary: Instrumental music | |
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| Processes of instrumental learning: The development of musical expertise | |
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| Practice | |
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| The changing face of individual instrumental tuition: Value, purpose and potential | |
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| Building musicianship in the instrumental classroom | |
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| Psychological and physiological aspects of learning to perform | |
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| Musical instrument learning, music ensembles, and musicianship in a global and digital age | |
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| The role of bodily movement in learning and performing music: Applications for education | |
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| Ensembles | |
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| Commentary: Ensembles | |
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| The sociology and policy of ensembles | |
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| North American school ensembles | |
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| Once from the top: Reframing the role of the conductor in ensemble teaching | |
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| Community music ensembles | |
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| Youth orchestras | |
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| Popular music ensembles | |
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| Pathways to learning and teaching Indigenous and World Music ensembles | |
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