This article discusses the conceptual framework that leads to the design of a teaching and learning model as part of a recent ethnographic study that considered the effectiveness of current Victorian government secondary school music teaching and learning practices when engaged with technology. The philosophical and theoretical basis for this research relies on three contentions: valued knowledge, authentic learning and multidimensional/non-linear learning. These three contentions, working simultaneously, introduce the notion of a holistic perspective and practice of learning. In this research, such a notion is defined and referred to as the "whole-person phenomenon". This is the foundation for a multidimensional/non-linear teaching and learning model that can be applied in any educational context. This model is extended to the teaching and learning of music and in turn its application leads to a matrix or a multidimensional/non-linear model that encompasses all facets of music practice. This article will explore each of the research contentions, conceptual framework, multidimensional/non-linear teaching and learning model and music education matrix. While this recent research is situated in Victoria, Australia, and specific to music education, it is applicable to any contemporary teaching and learning context.