‘From metalheads to jazz fanatics’: Experiences of deep learning across collaborative music-making contexts in Norwegian upper secondary schools

This article explores deep learning in collaborative music-making contexts, examining the experiences of nine electric guitar and bass students (aged 17–18) in Norwegian upper secondary schools. Deep learning is conceptualized as meaningful learning and transfer of learning, analysed through cognitive, social, affective, embodied and performative dimensions. Using the metaphor of mycorrhizal networks – underground systems of plant roots and fungi – knowledge is framed as interconnected and constantly evolving. Based on participatory observations and semi-structured interviews, the study highlights diverse learning approaches across genres, tensions between formal and informal situations, and the role of collaboration in fostering deep learning. Insights emphasize the need for inclusive and flexible music education frameworks that accommodate diverse genres and pedagogical approaches to support deep learning and creative growth.