Research and reflection: the place of informal learning pedagogy in school music education and higher education contexts

Description

This presentation will explore two branches that relate to informal learning pedagogy: underpinning research and current implementation in school music contexts; and critical reflection upon the potential of the approach to enhance teaching and learning in higher education. Background research literature relating to informal learning pedagogy in school music education will be discussed, tracing key themes and adaptations identified on an international scale. Findings of a new study into contemporary perceptions of informal learning in music education will be presented to establish the place of the approach in the current school music context. Consideration of current music education and wider education policies will be made, identifying harmony or tension with an informal learning approach. The presentation will then include critical reflections upon what can be learnt from informal learning and applied to a higher education context, to challenge and disrupt potential pedagogical boundaries and expectations.

Informal education can be understood as involving a learning situation which is ‘not sequenced beforehand’ and occurs during ‘self-chosen and voluntary activity’ (Folkestad, 2006: 141). Informal learning in the context of music education is largely based upon Professor Lucy Green’s (2002, 2008) seminal theory, stemming from her exploration of how popular musicians learn music in the informal realm. The pedagogy emphasises aspects such as increased student choice, for students to work in friendship groups, and to acknowledge the haphazard nature of music learning. The teacher’s role is to set the initial task, then facilitate student learning (in comparison to a more formal, didactic role). Research on an international scale has identified many affordances of this approach, including increased student motivation and authenticity (Mariguddi, 2022).

The pedagogy has been sustained and promoted through organisations such as Musical Futures UK and Musical Futures International, and continues to be implemented on an international scale. Evidence suggests that the approach has evolved and become adapted to suit more recent and local education policies, individual contexts, and wider current discourse (for example, Gubbins, 2023; Mariguddi, 2021; Wang and McPhail, 2023). A more formal, traditional policy swing in England poses increased challenge to aspects of informal learning, promoting increased emphasis on traditional staff notation and Western Art Music repertoire (for example, Department for Education, 2021; Ofsted, 2021). To establish the place of informal learning in contemporary music education, a small-scale study took place. Semi-structured interviews were conducted with a representative from the Musical Futures organisation and a selection of teachers who currently implement adapted versions of the approach internationally. Interviews were transcribed and analysed thematically, framed by Braun and Clarke’s (2006) six steps. Findings about how the approach is facilitated in practice, how aspects of external control (policy, management) are navigated, and the impact of the approach in individual contexts will be presented.

My research into informal learning in school music education has acted as a catalyst for me to critically reflect upon the potential of an informal learning approach in a higher education context. It is the spontaneity and more conscious redistribution of power between teacher and student that are appealing, leading to a desire to reflect upon, challenge and disrupt perceived pedagogical boundaries. Limited research has been conducted about informal learning with student teachers, suggesting that there are potential affordances of the approach in some areas of higher education (Finney and Philpott, 2010; Mariguddi and Shirley, 2023). Yet there is also a different set of higher education expectations and policy documents that require careful navigation, differing from those in school contexts. Consumerism and accountability measures which add pressure to provide excellent student experience pose challenge to the potential risk-taking involved in allowing taught sessions to allow for more haphazard learning, student choice and control. In the context of teacher education, some documents favour approaches that are in tension with informal learning, such as well-structured lessons and increased teacher control (Department for Education, 2019). The presentation will conclude by posing reflective questions to stimulate discussion and debate based upon these ideas:

To what extent can / does informal learning pedagogy impact upon teaching and learning in our own context, including in higher education?
To what extent is informal learning possible and desirable in higher education?
Where do the pedagogical boundaries lie in higher education, and how can we challenge these perceptions / barriers?
What are the implications for practice and policy that we can take from an informal learning ethos (beyond the context of music education) to enhance and develop teaching and learning?

References

Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3 (2), pp. 77-101.

Department for Education, 2019. ITT Core Content Framework. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf

Department for Education, 2021. The Model Music Curriculum. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974366/Model_Music_Curriculum_Full.pdf

Finney, J. and Philpott, C., 2010. Informal learning and meta-pedagogy in initial teacher education in England. British Journal of Music Education. 27, 1, 7-19.

Folkestad, G., 2006. Formal and informal learning situations or practices vs formal and informal ways of learning. British Journal of Music Education. 23 (2), pp. 135-145.

Green, L., 2002. How popular musicians learn: a way ahead for music education. Ashgate: Aldershot.

Green, L., 2008. Music, informal learning and the school: a new classroom pedagogy. Ashgate: Aldershot.

Gubbins, E., 2023. Musical futures and Irish primary schools: an investigation into the impact of informal learning and non-formal teaching on music education. Irish Educational Studies, 1–22.

Mariguddi, A., 2021. Perceptions of the informal learning branch of Musical Futures. British Journal of Music Education. 38 (1), pp. 31-42.

Mariguddi, A., 2022. Tensions, issues and strengths of Professor Lucy Green’s model of informal learning. Music Education Research, 24(4), 442-454.

Mariguddi, A. and Shirley, I., 2023. Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education. British Journal of Music Education. pp. 1-14.

Ofsted, 2021. Research review series: Music. https://www.gov.uk/government/publications/research-review-series-music/research-review-series-music

Wang, A., and McPhail, G., 2023. Musical Futures in New Zealand: A study in recontextualisation. International Journal of Music Education, OnlineFirst.

Period	9 Sept 2024
Event title	BERA Conference 2024 and WERA Focal Meeting
Event type	Conference
Location	Manchester, United KingdomShow on map
Degree of Recognition	International