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Current theories of learning hold dominant assumptions about the type and scope of knowledge and skills taught in formal courses that prepare novices for professional practice at work. In performing arts educational contexts, a common emphasis continues to hone individual performance skills in order to gain technical mastery and to differentiate competitively against others. Our paper analyses a case study of an alternative educational program developed by a major orchestra, which serves todoi:10.1080/13636820902933221 fatcat:e3nxuwnivvakln3nua3mcphjj4