There are different approaches to music learning and performing. As there exists many types of music and musical instruments, various strategies have emerged to address the challenges of learning and playing such instruments. Taking the learning of the violin and the rebab as case studies, this paper explores the fundamental differences in the learning and playing of Western and non-Western musical instruments by using written strategies and oral strategies. It discusses listening and learning processes, developments in music neuroscience research and argues that the purpose of performance significantly influences the process of preparation. The study posits that the embodiment of music learning experiences in Western art music and traditional music may be viewed from the position of (i) learning and playing using written strategies and oral strategies, (ii) the impact of learning intentionality as an expression of individualism verses collectivism and that (iii) cognitive-affective learning domains are triggered by different music learning strategies adopted. A model comparing the learning strategies elucidated is presented.
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