Abstract
This thesis investigates how the learning and teaching strategies of upside-down bass players could be applied to influence pedagogy theory, particularly teaching strategies centered on students as individuals. The thesis contains interviews with several upside-down bassists recounting their didactic and autodidactic learning experiences, the reasons why they chose to play in this way, and how they believe this rare playing style affected their experiences with teachers, and students. The conclusion of the thesis encourages educators to recognise that students are individuals, and that being open to employing a wider variety of pedagogical approaches ensures that students' individual learning needs are best met.