This book investigates how education and participation shape musical identity across the amateur–professional spectrum, reframing amateurism as a space of passion, dedication, and authenticity rather than deficiency. It treats the amateur–professional divide as a social construct—made in pedagogy and institutions—then shows how teaching and learning can unsettle that divide in practice.

Once celebrated for their intrinsic love of music, amateurs today are often dismissed as lacking skill or seriousness. This edited collection challenges that narrative by foregrounding the unique value of amateur music-making and by demonstrating why many of the same pedagogies that empower amateurs also strengthen professional practice. Through diverse case studies and theoretical perspectives, it highlights the formative experiences, pedagogical practices, and community contexts that shape musicians’ journeys. Across the chapters, the volume shows what musicians are taught, how they are taught, and the dynamics that support their development in settings from secondary schools and examination systems to studio teaching and community ensembles. Topics such as motivation, repertoire, and leadership appear alongside broader themes like the amateur–professional divide and the social role of music. Vocal music and choral settings—often central to amateur music-making—receive special focus in the later chapters.

This book is intended for scholars and advanced students in music education, pedagogy, sociology, and cultural studies. It will also resonate with music teachers, conductors, and arts policymakers interested in supporting inclusive and meaningful musical engagement. While many chapters centre on Aotearoa New Zealand, the themes and insights hold international relevance for contexts where amateur music-making thrives—across Europe, North America, East Asia, and Australia. The volume contributes to underexplored scholarship on amateur musicianship and advocates for a more equitable and expansive view of musical life.