The perspectives and concepts described in this chapter introduce you to thinking as a research activity. Such intense form of reflection includes what we refer to as “writing to learn.”

Introduction Thinking as a research activity cannot be done in a vacuum. Rather, making critical judgments about extant studies in music education, an umbrella term for broad areas of diverse practices and study, requires context knowledge. When, where, and why a study was conducted provides you with historical and conceptual information about research perspectives, purposes, and methods that have shaped a field.