In thoroughly researched, detailed discussions that draw on Maslow’s theory of motivation, learning styles, Gestalt theory and recent findings in the field of neuroscience, Robert Lennon confronts key issues in music education, challenging much of the received wisdom that surrounds the subject. Principally, he asserts that group instrumental tuition is not a second-rate option, but a holistic methodology offering much more in purely educational terms, than one-to-one teaching. However, to realise the musical and developmental gains that group lessons can bring, teachers must be able to maintain involvement, manage mixed abilities and make optimum use of the space and time available. Practical solutions and guidance are offered in readily accessible language. Learning an instrument can be a daunting and discouraging task for a young beginner, so the foremost challenge faced by any instrumental teacher that of ensuring that students continue playing. Strategies for maintaining motivation by creating engaging musical contexts for learning, total engagement and a distinct sense of achievement are set forth in detail. Also explored are the unique opportunities that group tuition brings to the process.The author also challenges the notion that reading music must be part and parcel of learning an instrument from the beginning. In a dedicated chapter, he reveals how the quality of musical experience, and therefore motivation, can be enhanced by avoiding music-reading in the earliest stages of learning while providing compelling arguments for emphasising aural awareness and musical sensitivity. Readers are offered simple, serviceable strategies for imparting the basics of instrumental technique via demonstration, imitation and improvisation before being introduced to imaginative, engaging approaches to teaching music-reading at the appropriate stage. There are also in-depth discussions of more general principles such as ensuring effective practice, planning and preparation, a detailed overview of assessment and an integrated approach to preparing for ABRSM or Trinity Guildhall examinations. While the main focus of the book is group-teaching of school-age children in the earlier stages of learning, there is much within its pages of relevance to teachers of individuals and older, more advanced, students.