TY - JOUR
T1 - Tensions, issues and strengths of Professor Lucy Green’s model of informal learning.
AU - MARIGUDDI, ANNA
N1 - Funding Information:
The author would like to thank Professor Tim Cain and Dr. Bethan Garrett for their engagement in stimulating and thought-provoking debates relating to the literature discussed within this article.
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/8/8
Y1 - 2022/8/8
N2 - Twenty years have passed since Green’s [2002. How Popular Musicians Learn: A way Ahead for Music Education. Aldershot: Ashgate] publication which proposed a model of informal learning based upon five key principles. The discussion it ignited within the discipline was vast, the debate is still on-going, and the approach is still being implemented internationally. It is timely to explore literature that has focused upon Green’s (2002. How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot: Ashgate; 2008. Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate) model, to celebrate the approach, and acknowledge the challenges of implementation–particularly in light of current formal, traditional music education policy in England–to consider ways of addressing the issues. Literature has been presented according to key themes,to highlight tensions, issues and strengths of the approach. The themes include teacher role, student autonomy, motivation, student inclusion, authenticity and marketisation. The key themes act as a framework to aid understanding of the complexities of the debate. The tensions, issues and strengths have implications for practice, as proposed in this article.
AB - Twenty years have passed since Green’s [2002. How Popular Musicians Learn: A way Ahead for Music Education. Aldershot: Ashgate] publication which proposed a model of informal learning based upon five key principles. The discussion it ignited within the discipline was vast, the debate is still on-going, and the approach is still being implemented internationally. It is timely to explore literature that has focused upon Green’s (2002. How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot: Ashgate; 2008. Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate) model, to celebrate the approach, and acknowledge the challenges of implementation–particularly in light of current formal, traditional music education policy in England–to consider ways of addressing the issues. Literature has been presented according to key themes,to highlight tensions, issues and strengths of the approach. The themes include teacher role, student autonomy, motivation, student inclusion, authenticity and marketisation. The key themes act as a framework to aid understanding of the complexities of the debate. The tensions, issues and strengths have implications for practice, as proposed in this article.
KW - Informal learning
KW - Music education
KW - Musical Futures
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U2 - 10.1080/14613808.2022.2074383
DO - 10.1080/14613808.2022.2074383
M3 - Article (journal)
SN - 1461-3808
VL - 24
SP - 442
EP - 454
JO - Music Education Research
JF - Music Education Research
IS - 4
ER -
