Georgina Barton is Associate Professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. She taught in schools for over 20 years and has extensive experience teaching the arts in schools and universities. Her research focuses on the arts and literacy, and she has published widely on these topics.

• PART I. Framing the concepts.- Chapter 1. The importance of exploring how culture and society impact on music learning and teaching.- Chapter 2. The relationship between music, culture and society: Meaning in music.- Chapter 3. Music learning and teaching in culturally and socially diverse contexts: Exploring modes of transmission and acquisition.- Chapter 4. Diverse learning and teaching contexts: What methods and modes look like in context.- PART II. Applying the concepts to contexts.- Chapter 5. The music learning and teaching contexts.- Chapter 6. The teachers' own music learning experiences and personal beliefs.- Chapter 7. The teaching methods and modes of communication.- Chapter 8. Socio-cultural influences on music learning and teaching.- PART III. Implications and ways forward for music education.- Chapter 9. Socio-culturally diverse music learning and teaching: Implications and ways forward for classroom practice.

Georgina Barton is Associate Professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. She taught in schools for over 20 years and has extensive experience teaching the arts in schools and universities. Her research focuses on the arts and literacy, and she has published widely on these topics.

• PART I. Framing the concepts.- Chapter 1. The importance of exploring how culture and society impact on music learning and teaching.- Chapter 2. The relationship between music, culture and society: Meaning in music.- Chapter 3. Music learning and teaching in culturally and socially diverse contexts: Exploring modes of transmission and acquisition.- Chapter 4. Diverse learning and teaching contexts: What methods and modes look like in context.- PART II. Applying the concepts to contexts.- Chapter 5. The music learning and teaching contexts.- Chapter 6. The teachers' own music learning experiences and personal beliefs.- Chapter 7. The teaching methods and modes of communication.- Chapter 8. Socio-cultural influences on music learning and teaching.- PART III. Implications and ways forward for music education.- Chapter 9. Socio-culturally diverse music learning and teaching: Implications and ways forward for classroom practice.

Georgina Barton is Associate Professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. She taught in schools for over 20 years and has extensive experience teaching the arts in schools and universities. Her research focuses on the arts and literacy, and she has published widely on these topics.

• PART I. Framing the concepts.- Chapter 1. The importance of exploring how culture and society impact on music learning and teaching.- Chapter 2. The relationship between music, culture and society: Meaning in music.- Chapter 3. Music learning and teaching in culturally and socially diverse contexts: Exploring modes of transmission and acquisition.- Chapter 4. Diverse learning and teaching contexts: What methods and modes look like in context.- PART II. Applying the concepts to contexts.- Chapter 5. The music learning and teaching contexts.- Chapter 6. The teachers' own music learning experiences and personal beliefs.- Chapter 7. The teaching methods and modes of communication.- Chapter 8. Socio-cultural influences on music learning and teaching.- PART III. Implications and ways forward for music education.- Chapter 9. Socio-culturally diverse music learning and teaching: Implications and ways forward for classroom practice.