This qualitative research presents data relating to eight amateur pianists who completed a 10-week Piano Performance course for lifelong learners at the University of York, UK. This article discusses the development of learning through the impact of group participation, challenges faced by learners and pedagogical strategies used by the leader to create a positive and productive learning environment. The findings suggest that learning in a non-assessed semi-formal group not only informs individual practice, technique, musicianship, analytical and performance skills but also has a positive impact on other areas of the participants’ lives.
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