Table of Contents: Chapter One. Chemistry - Suzan Overmeer; Chapter Two. Artistry - Andreas Lehmann-Wermser; Chapter Three. Authenticity - Melissa Bremmer, Folkert Haanstra; Chapter Four. Care - Paul Deneer; Chapter Five. Focus - Susan Williams; Goals - Isolde Malmberg, Marina Gall; Chapter Six. Improvisation Filip Verneert; Chapter Seven. Musicianship - Ellen Mikalsen Stabell; Chapter Eight. Observation - Martin Fautley; Chapter Nine. Persistence Piet Hagenaars, Marjo van Hoorn; Chapter Ten. Personality - Evert Bisschop Boele; Chapter Eleven. Play - Angelina Engels; Chapter Twelve. Preparation - Mathias Moors; Chapter Thirteen. Relativity - Thomas De Baets; About the authorsThis volume explores several ‘elements’ that invite careful reflection within the field of music education, including, among many others, artistry, authenticity, care, and focus.For many years, scholarly literature on music education has emphasised the need for reflective practitioners to address the complex and demanding nature of music teaching, particularly in times of societal change. To cultivate such reflective practice, ‘thoughtful’ music teachers are encouraged to consider and make informed decisions about a range of aspects that shape music education. This volume explores several of these ‘elements’, each of which invites careful reflection: artistry, authenticity, care, focus, goals, improvisation, musicianship, observation, persistence, personality, play, and preparation. The final element, relativity, acknowledges that music teachers’ considerations and expectations are inherently situated and subject to variation as they navigate their professional journeys.‘This edited collection is a fitting tribute to Adri de Vugt’s work both at the Royal Conservatoire of the Hague and the wider music education community. The authors offer a wide range of perspectives on research and practice, as well as provoking important questions about what we are doing as teachers, and why.’- Sarah Hennessy, University of Exeter