The rediscovery of a unicum manuscript source of cantates françaises by Philippe II d'Orléans in the Württembergische Landesbibliothek, Stuttgart, provokes a re-evaluation of not only the provenance of the collection to which it belongs, but also the role played by diplomacy, sociability and cultural exchange in the history of the cantate française. The manuscript's contents all reflect Philippe's use of international connections to acquire music and engage musicians in the period 1701–1706. The manuscript forms part of a corpus of French scores that belonged to Marie-Thérèse de Lannoy de La Motterie, an aristocratic amateur harpsichordist with an interest in both French and Italian music, and in cantates. As wife of Joseph Lothar von Königsegg und Rothenfels, representative of the Austrian emperor to Philippe, then regent of France, she was engaged in the cultural life of Paris during the period 1717–1719, not only acquiring cantate prints but also a copy of Philippe's own works in the genre. Her collection reflects both her personal interests and her diplomatic cultivation of the social circles around Philippe in which music connoisseurship was an important skill. The manuscript thus highlights the important role played in the international transmission of cantates françaises by diplomatic and familial connections of noble amateurs, especially those curious about musical developments beyond their own regional practices.

In the Clark Library at the University of California Los Angeles, there is a 1691 copy of the printed playbook for Dryden's An Evening's Love: or, The Mock-Astrologer (London: Henry Herringman), which was used as a promptbook in revivals of the play at Drury Lane between 1705 and 1717 (Edward A. Langhans, Eighteenth[-]Century British and Irish Promptbooks: A Descriptive Bibliography (Westport, CT: Greenwood, 1987), 44–45). Amongst other alterations in it, songs are excised and musical flourishes are added (a digitized version is available at https://archive.org/details/dryden_mock_astr_clarklib; see, for example, page 20). It is a comforting object that – when reassessing the recordings made in 2019 by Paul McCreesh and the Gabrieli Consort of Purcell's dramatick operas King Arthur (Winged Lion SIGCD 589, 2019) and The Fairy Queen (Winged Lion SIGCD 615, 2020), for which I performed as a bass violinist and prepared the editions – reassures me that our processes were well grounded.

COVID-19 presented many challenges while the shift to online learning also provided unexpected opportunities for music teachers. During the pandemic, two researchers who are teacher educators undertook a composing project with music teacher education students in Scotland and Australia in response to the theme: My Life in Isolation: A World Apart or Same Difference? Turino’s (2008) theory of participatory music making will be drawn upon to analyse this collaborative online music and video creation project. What participation means as a music-maker will be discussed. The paper argues for greater attention to the affordances of digital collaborative music technology tools to build the confidence of pre-service teachers to facilitate real-world composing projects to promote participation, collaboration and social interaction.

The need for effective continuing professional development (CPD) in music education is outlined and literature on CPD for generalist teachers and teaching assistants is reviewed. A small qualitative study is then presented that took advantage of a music-making project led by folk musicians in six special schools in England. This study focused on the generalist teaching staff who actively supported their pupils to participate. The staff reported that their own confidence in working musically had increased, as had their awareness of the importance of music for children. It is suggested that these outcomes were achieved through incidental CPD, potentially paving the way for further, deliberate CPD.

This study was of adolescent males about their musical self-perceptions and experiences in one Austrian school’s choral music programme. Participants who sang continuously in the school choir reported experiences consistent with flow theory. In contrast, participants who withdrew said that their school choral experiences lacked challenge levels commensurate with their interests and skills and that they wished for greater opportunities for autonomy and control. Participants who never sang in school choir lacked older male singing role models, an element consistent with the theory of possible selves. The study findings reflect those of previous research at The London Oratory. The article closes with implications for research and pedagogy.

The period 1974–1999 were transition years for government school systems in Australia and New South Wales (NSW), where government agencies issued numerous policies and documents to influence and manage education and resultant classroom pedagogy. During those years, many music syllabi were produced for enactment in NSW, placing multiple demands on teacher accountability. This paper forms part of a larger study involving three generations of music teachers representing different career stages and experiences and presents the voices of the group of experienced music teachers (EMTs), exploring the impact of syllabus change, teacher identity, pedagogical skills, and eventual flourishing as confident teachers.