ABSTRACT
Music learning takes place in innumerable formal and informal settings, offering an array of contexts in which youth development can be supported. In countries across the world, conducted large ensembles are a predominant setting for music learning within formal music education efforts at schools and in more informal venues outside of schools. Conducted large ensembles offer an opportunity to explore a framework for supporting music learning as youth development. While a plethora of other music learning settings are worthy of consideration and study, the conducted large ensemble, in particular, presents complexities for learners and teachers when the desired outcomes center around learner agency and youth development.
