Editorial

Abstract

The articles in this issue encompass topics that range from the musical behaviours of primary school children in Singapore, to the use of podcasting in an undergraduate programme in Wolverhampton, UK, and from the musical role models of secondary school children in Stoke-on-Trent (also in the UK), to the impact of the social and cultural context on school music education in Hong Kong. This issue also brings together articles that explore how university music students develop skills as instrumental and vocal teachers and reconsiders how musical skills can form a meaningful relationship with music education research. These articles, taken together, reflect the richness and diversity of contemporary music education research and the range of contexts in which it takes place. How should music educators respond to the changing tapestry of cultural themes and diversity which underpin the field of music education?