JPME 1 (1) pp. 63–82 Intellect Limited 2017 Journal of Popular Music Education Volume 1 Number 1 © 2017 Intellect Ltd Article. English language. doi: 10.1386/jpme.1.1.63_1 www.intellectbooks.com 63 ABSTRACT This article explores the evolving role of facilitators in popular music educa- tion contexts, building on research in music education related to a range of topics such as calls for reform, informal learning, experiential learning, popular music and technology based music learning contexts. A popular music educa- tion facilitator employs constructivist learning approaches through student- centred experiential processes. A series of case studies were conducted at various schools including middle schools, high schools and post-secondary contexts. Participants’ classroom management styles ranged from from low-control to high-control facilitation. Student perspectives indicated that facilitation promoted democracy, autonomy, diversity, hospitality, differentiation, explora- tion, creativity, collaboration and inclusivity. The findings and implications of this research apply to the music education profession, calling into question foun- dations of student-centred learning, autonomy and increased student agency in music learning contexts. BACKGROUND AND CONTEXT OF FACILITATION Calls for education reform involving differentiated instruction, cooperative learning and constructivist/experiential learning date back to antiquity (Marrou 1982). Music educator roles and contexts for music learning have manifested KEYWORDS facilitation informal technology popular music constructivism approximation RADIO CREMATA Ithaca College Facilitation in popular music education