Informal learning in music education: exploring theory in practice

‘Informal learning in music education: exploring theory in practice’ will examine how informal learning pedagogy is understood, implemented and experienced in music education. Informal learning promotes increased student choice and autonomy, and benefits of the approach include increased student motivation, inclusion and authenticity. Informal learning became particularly popular in music education over two decades ago, and the approach has evolved and become adapted in practice. This book will draw upon two key research projects that trace the development and evolution of informal learning that span across ten years of study. Research Project One was conducted in two phases: interviews with three key figures who have played a key role in the development of the approach (Green, D’Amore and Gower), and four in-depth case studies of secondary schools where informal learning was being implemented in England. Research Project Two was also conducted in two phases: an interview with Musical Futures leadership (Hannan), and eight interviews with primary and secondary school music teachers who have implemented informal learning in the United Kingdom and internationally. The book has been organized according to key findings and themes that have been generated from the research to frame contemporary thinking about informal learning pedagogy, including benefits, challenges, tensions and adaptations. In light of the findings, new terminology will be proposed to more closely capture informal learning implementation in contemporary practice: a pedagogy of informal – formal equilibrium. Furthermore, timely and important implications for research, practice and policy will be offered to facilitate the future sustainability of the approach.