Abstract:With the intent of informing the practice of music teachers navigating “multi-musicality” in their classrooms, this qualitative study, employing case study and narrative research tools, investigates the experiences of three musical “boundary crossers”—professional musicians whose work traverses the popular–classical divide. Three questions guided the inquiry: (a) How do professional musicians describe the experience of boundary crossing from one musical domain to another? (b) What musical skills do these profe… Show more
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