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This article examines the role of empathy in creative musical interaction. It first investigates the relationships between empathy and engagement in creative group musical activities. It then describes the ways in which empathy is related to processes that are significant in social interaction; these processes may either be automatic or volitional, reflectively rational, or emotionally embodied. The article then shows how structured musical group improvisations that emphasize other-directed behaviour can help children develop a sense of empathy. It concludes with a case-study involving the collaborative composition of songs by an adult and a group of children.

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