Sture Brändström:

Music learning as social activity

In this article I discuss music learning as social activity. The starting point is Hermann J. Kaiser's article in this volume and especially his distinction between music experience and music-related experience. One question at issue is how music learning is related to those constructs. Does learning always lead to experience? The theoretical basis is Lev Vygotsky's and Jerome Bruner's ideas about children's cultural development. Learning in general is considered a relation between subject and context, between inter- and intrapsychological processes. I also touch upon questions about music learning as knowledge-in-action, the problem of intrinsic motivation and how the flow-theory could be a tool to understand musical practice. A tentative answer to the question above is formulated: music learning can lead to music experience but not necessarily but music learning always lead to music-related experience.