CHAPTER TEN \nformal Learning in General Music Education twenty scent young peoplelive na wedi hich he pura ofinfor Dota trough ey aes tthe ea wd tal nfecmaton a sls idly practice (Campbel, 2010 asia, may not eopond welt dona) ict teicher ed peda ar dey roped enthuse ceca tha o not euremusic in which they are enced by dy out-of school tein (Campbe 1998) Placing more responsibilty for lang with tudnts and allowing ther ‘moresttonomy nd relewance in heim learing may thereare sna beter wih ther ot ofachoal msi ecsing experince bridge te gop between mus Snschool and music out schoo, andor cho general mse ection, One ayn which och autonamous mus lang may errs thvough what ar eee tered informal muse play. local lenming is ected bythe acy at hand playing /steing/composng, not petquenced but develop hough ‘he interaction ofthelervery and tends to fexre ola letenngrathe ten plying fom notation Deve pace in thi ares has previously een centered Primarily on high school mac edacaton loving adolescents (Ali, 2004 lank Rau, 194; Esso, 202; Falestad 996 199; Fonts Liber, Secnbede, 199; Gree, 210, 2008; Gull, 2002 Johanson, 2002 Lilie 995 Sather 2003), Gres (2001, 20083) work focused onthe wes offer ‘on leaning a 2 means of bringing mor utente pedagogic approaches nto work with populr musica the clseoom and by ths means engigng tents a earning journey leading to wide range of msi In this hap Ica the ‘seranes of nfral ms: leaning to general music edvcation and partes roe muse a apple clr ages 10:0 13 ys. sg ree WHAT IS INFORMAL MUSIC LEARNING? The terms formal and info earning can be ued in varyog contents and can appear confusing Foetal (2006) p vides very cle dexerption af the din tions betwen formal ad informal learning av applied to ma There is lasing of bourdares betwen thee forms of ening. sd Indeed Folkatd (2006) and Gree (2008), among oer gest that itm be more sel think os rts tring Folks (2006) ge tat tae ay befor crs tat Oneway oth ofthesefou descrip factor in elation toast elearing pl ee Pgure 102), ch aon a sition a the ders 0 a et “ tse where sever ofthe are may be anywhere on the continuum betwee ethernet ety enn ie, They eptre formalandinfonmalstany ane nomen ime flee oct than the de of sgl conn, Insoch 2 of ak if leaning morePictur leaning is moving in nd otf oemal snd lfm modes What ry coast sof msc eect on is htt teacher isa ofthihfingrundena acres ther maf fet ands wilingto ap lop the most elvan teach mode athe best learing nea hiserker stents, Informal muse eal hasbeen hows by rtearches ob 3 power and diy Wes of children ad adolescents ‘Campbul 2010, Hroroed& Nn 2012) andhasbeea demonstrated tobe ane ensratedto be anefectve median fer music octonse hit mightnormalybe persived ofa frmisetings Le, chosl Green 20Ne,y INFORMAL LEARNING AND GENERAL MUSIC fora considerable period of time. Green (2001) suggests that there is a strong cox and/or persistence in studying music. Many young people we se who go onto become shill snd succes opulit micas report thatthe muse acon they recived a chool was unelpl o worse " ‘ etimectal For some, iatrumeatl lesions, even in popular nse genes, alo povided a gee aed of ive experience (Green, 2001) Geen (200) wes, Wer shire and young people whe fl and ci out of formal mis education fr fom big ter united or wai ipl do ot eon othe no inaction te” (9). She sgt tht the nedactn foal aie lcsing approaches into the croc mighae eel of onited rom the school museca, nestlebithero el 2) Sat coon dy referred to as an “informal” pedagogy’ ee stem knee wh : ae they lam tame nt mica wich the Wares a throu encalred : + leaningake placa endsip gop aaa + sls andksowiede are acquired scoring ts indvidsl need an emul afer comping npg 6 ach poet as prt ofthe rev plot this pedagogy in 2 highly elev research proj NaselFutars UK progam designed to ives inonatve way of teaching rer mae An eaoation study ofthe Mosel Futures project condocted by fam, Creech, Sandford Rita, and haven 2009 found that teachers who ha rented the projects ha thie pop enjoyed music lessons more thin seer prevous cut tnd that thy speedo be more conden! nd de previouly expres tre use and noc op Billy previa todentanced acai pricy li were engage in mana tems of Ie Teacher al Tepoted more fas ong ee pup engl nnremestl sila seteges for omposton Some teaches io tough het pop ad developed a beter understanding of range of music (fare Students algo demonsated gett aden and improved sl go SEs One ofthe biggest improvements bry wasn sade abies in ing Thin resulted in bighene elf exter and a great improve "ae toward music lestnsin choos, Teaches reported greater numbers of “ans optngtostudymoscia de 10 (Canaln grade) oncelthecamean ee the aujectin the Eas eacaton ssa, Projet CodinsterAbgall Amore pated ha appcuimately one thin ofthe secondary schools (high choose Dope 1 18) nthe United Kingdom were cura sing Mascal ature Stier asc programs In adn, ‘on senge school see 42%ncesein the ober of sent wishing o continue with msc at Key Stage 4, ages 4-16] od 96% of tdents prefer ME [Mica Futures] to oher types of msi eon (Reonchett, 2011,p. 18). INFORMAL LEARNING AND GENERAL MUSIC EDUCATION Ahough pacices have changed coaideably in high school music duce fom in North Arevce dig the 20th century andthe ist dca fc jer min the earls hy withthe inrdcton frock, pop and ‘ed nboatorie msl fechnalgyprogans and erplratin of reative msc makng—lemen on ection appear ahve been mach loner ge 0 be predomi a {0 change. Elementary general msi ll pecs 0 be pre own serene to the peat mai education methods a the pas such t Or Kody Dacron, an Gordon (Regs, 2002). Tis may be replaced by induct Inno the word ofthe ne iastmentleasmblea cea move trough the large ensemble ce tnd tobe dominated by tition] though tradiional method are power ache lel pedagogy (Ds 2012) ; Mop ofteching mec and havea important ole fo playin asc education tr Shecantry sil worsf today eemetaryasiestadetsIthas now been widely accepted that the meaning ofmusccanact be vewed sep atl fom ts social spit context (Clyon, Herat, & Midleton, 2003 De Nors, 2000, 200%; El, 1998). Mose dost not opeae aan asec eval dvrced rom everyday fe his apt of eer ie and mut be undertoodn ‘thar contest, Geen (2006) however, gon tht threat pet [og ital] ofl experience that x moment el experience” (pp 191-102). Furthermore, the contends that “thi apes, which cromes over msl divisions and afl che inthe coo, partly trough informal mic a ing rates Corot research sage that though sath paces pop en reconcive not ony popula, bt lo csi and, by exesion other mass at wal (101-102) ‘Green (2006) has postulated theory whersby misc cares form of reaing. One she describes a rent ening scented i the aange nent of noe, hy, ety and sich, ie ates found and wlence—he musa st This was dveibed by Mayer (1956) a"enboded” sng of the meanings of everyday ties ember utd th msi Howee aval gry oaths pnie andcanct Jhon 208) The oer tye ofmeanng described by Green (2006) at delncated mening. Tis mening scared bythe eramusicl Coanatatons oft mus. ri alte 1 ‘oct pot eligi clr and the ations. We can hve postive ot pte reactions ther ofthe meanings when engaging with aplee of mic We arly to are poste response to inherent mesning when te mus sy taxisfanilarto us mia; weil ave poate esponssto dicted meaning when the delineation lito aes feel good about When both cesponses are a both sponses olive, Green esrb mia elebrato” a occur, tre nega, Geet age tht musi anton occa However eve oe sponses negating the ea willbe alienation or a becambiguy. Therefore ‘tudes at intodaoed to mc nacho thats nfs, a hats pot mse inwhic hey have bee ected by conta expowureat ome or nthe com munity if the musi conjures noite responses beste of Ssoitons,udent are wll to have postive mus experiences I 8 a7 ‘wonder theta whe etry tntodice ach musica taring psi ede ‘onal setingh we rage to engage student? As Mane (2008) ines, timay spknreistnc to formal mse eduction in elementary schools INFORMAL LEARNING IN ELEMENTARY GENERAL With these sues in min, an informal misc lesoing project was developed in two school in Canada in 2012, bated on the work of Green inthe UK Masia Fares inform lesraing project (Wight, Beynon, Youn, Hutchison 2012) Our study ioe the itrodacson of formal muse pe foarte we Ontario schools, on secondary an one elementary and observa fo and evaluation ofthe eect wl cue the eeu fom the lementary School ati chaps, Dang th projez, the moi eseuchers and rsexch stant to plan and implement te pedagogy in 4 ers worked alongside tele ofeson which an fom Mach 2012 to Jue 2012. second pase ofthe project an rom September 20120 Jone 2013. Data fom the ntl phate of the Project ireported on here The elementary school projec valved 74 students in grads 7 and in thee chy 40-minate ai letuone 3 asco in southwestem Ontara Thee ‘less were inoled inthe project all containing mixed grade and 8 stadent ‘oupand numbering betwen 3 and 25 tadents per cls. Thee was obvious ender balance in any cae An expelenced mc specalsteacher had pre Nous taght radon! Kodaly ised ve program to students fom nin Linder ogc 8 inthe choo In Jaary 2012 mst ftheresech tars (thre mosis teaches fom the pit schools,» school principal a exreulam superintendent, vo estrchers rom Western Univeny and two PAD graduate Staden sere asst) traveled to the United Kingdom fora wack of ne five backround esearch 3d ining ‘ted wo schools where wuch practi had been embeded foramambe fers nd patcated in «Mala Fates peoeson The vat culminaedina planing meeting where serie oflestonr wa eigned byteahers and esac opment formal eseing nthe Canadian lotThe study ued a qutative mthodlogy inplemeatingsdal/comparie cite I exgn. Ae partipant obtevery, te rverchar and research sats tated the teacher in dlering the seis lens each school, ieo- and audlo-ecording lesions and keeping fed notes Anais dia ws ongeing om, ‘hebepasingof data collecson and informed rhe action and data calcton. At the concloson of Phe | ofthe projec the maictescher were intrvewedind idly and wtadens were interviewed inddualy and in sal groupe School dninststors and homeroom acer were so interviewed Sponsorship industry partners enabled provision of vme gouty ene the io ecools ach plot schoo wa ppl with for band ts by Roland Canad, contng of four Roland TD-4KX2S Drum Kits wih tnd Monitor our CUBE CB 60XL ass Ample four CUBE 40XL CUBE Guitar Amp INO Syathester Keyboard Stand Keyboard Ample ongand Me Que (ormery Bele Ae Music London, Ontario eovided four be utr and four sect gultrsto each choo, The derraary sl started introdacing the isruments before March brik Exctment among te stents ws hone frit ent comment wa“ ct walt for March Break tobe oes we can kay ns!” T custom th dene to the instrament nd model the info eening approach the prject began witha and x sel unt A croc approach involves stents moving poops round aati facie. + sled 2 wellkaown pop song composed of mpl repeated the song hace was approved bysadents and in ome cases changes were made and 3 lslerent song wedinted «brake tbe song down intone dal itrentl parts (copies ofall eounce cat be found on the Mascl atures Canada web woruamstaliturscinadnor) [26 apr yedareoring ofthe songtothe cls and mode ac astral part to setae naentson the cof nd sting potent provided baste paying tcigueinstracton pie peach group diferent space where the & drum kits, keyboards, guitars, and bass naval and wit each tet redeich goup as stndeatlesned indi (es a fisual diagrams of keyboard chords, 2 copying what ey bead coportingwotshets ging very sp essa albeit wiahed tue the) «se pounds for bev. Tete ator sce a lhe dens wth ta ae tach sed Rpm a refer tot irt tatbfore thins the deep sear ah sit vee ab beige and prepares stadents wel forthe “dep ed cates ats bidging proces betwee orm om ricularly useful for elementary schoo! En ways of working, We tink this may have been partic Wy unpotant inthe pltelementary shoo wher to tomed toa teacher entered peo Tn terms ofthe clnroo ciate, senior devreased rom wekto week Drigthe it ae ete The nie, howe, ceed ig the et ein wade tne to the econ ofthe ra ofthe cn wn common pul 3d yas Top By the en ofthe cay the goup had establish sare pg topberia te to thereon for extended periods cf tine aaa vuad on a diferent group of intruments and laced ch innramental prt ofthe sng. The td : et of drone, gtr key i ins Bate ofthe Bands fens then fred groups with thet fhends and sotd IES ost), Ty the pte throm toc place ve web pevorm Te ibeascod pase ofthe poet aden were Festrmance nae nthe pe een" learning ot wn chosen oD Tent dep ea within ea ps of end hey lo wnderiook Ttening te recordings an copying 8 re modeling the informal proces, where they Istened 0 2 ee eis rom song and eroed these by car to make thelr own versions rvronuar teasing 171gy CONSIDERATIONS ‘rigging the Cap Between the Formal and Informs This project provided a bdgng prot for tudes between tee previously sexy formal Kodsibsed yea mustlesontand the foal instrumental mic areeoering informal learing fom very srg eacher- dete mal program [ako mode to students the proce of nfo earning with the teacher dea ‘costing ow tien and copy anitsramental ine ann a acording owt ‘rok out by tal and ror wha to ply and ome base playing technique on ork Thi maybe important tp fr eleentay stds, partis Choosing the Song Choice of wang wat alo found to be exten portant The song mst be fa 2 ‘uta kyon the recoding, at mach tier lenraing tok place a they payed ‘or sang alongwith the cording in teat wage, Tanepstionosraent pars res thi pose 30 ‘rorkthisway on anoposingintraments butter hata song works ease when nthe sre Key at wl be played and wg isnot advised? Tis does at mein udent cannot (One ofthe most interesting bservasons forthe rterch te was the pace at hic ering incrested fiom weekto wekeren though faders were movag to 2 iron roupofnatrument each wekin th atedactory hate of the projec ‘We aed some ofthe dene if hey had ay es why hie ws happening, and they responded hat itwasbecate they were king about the projet rece and between sean ing esc other hints pon bow to play the parts the ntrament. Some were gathering together outed col ad tec ing each ther wht they bad lesond in thir groop hat week Mack compute Tene serach wat ng o Irching wae thesfor growing that opportedhe workin the claro Aa endents moved nto thee fendi go infra! ering, atadet work selected an involves dents working a ‘oops away fom the direc eaperyion ofthe teacher. The nonfomal wiching to bogin working om thelr owe he teacher and reser fam watched with tepid In role fhe teacher in nfomal earings foobar and dagose stents impove erning gol the nal stage ofthe reject and then to move Into twos fcator and guide in helping them to achiev tes gels playig along tit group, modeling ening, ad helping students to bud aural lersing and Copying i Our tens were younger han the major f those with whom ‘och work had previo been conduc and urased tothe amount freedom sve wee giving them, There wos every chance tht chior woul ensue. Theol Ing san extras fos eld note ade around hte VIGNETTE 1 In the casoom there are fur boys Three are watching 3 boy damming tod then they swith Tey al cote thr atroments, he drummer Sars Sumoing oft as he cs The lapbourdt paying random nots. The aman ply ban. The guts are emplcing and ung nots, One by tle the heyhoud lpr to tr ton (he recoding ofthe song ay ingogh the hybourd on ata key [USB]. The layboard payer pa ing one note and then andor noes together, They py the USB and he ‘dumm playing ogi fat. Tey ae al pacing vepuly and nt ogee The keyooat ply the two cord hat Rat just showed him thay tines, The dares continue to play eft pose, The drummer lowe down andthe as payngwo ota The eyo plying many otra the sae tine. Tey ey paying wth he msi nd the tart ads tw chord The drarmes paysite with the ma. The ache tls the rammerto count everyone in Th ame ad guitar play the comes nots thythms; the keys ar andom ots They come fo practic. Chas ends and everyone eur tothe rom, ke Delain ofthis eson sounded s cho eading of the Bld ots ight indent Noe levels were high adi i aot sound as though masi was ring made Ar the ed ofthe 2Dsinte group work season whea the teacher asked the drummer to cout the group, two ofthe plays, the dummer and trite ler were playing aru nots and eythms ad were layig in tine {ogee Some lamin had occured irinterentngtonot terol ofthe teacher here Ata pnt toward the end the wacher intervened count everyone in Athi point the echer ight be ad to be moving from an infra esching mode toa more foal ching oe. Ti served 2 weil ost as th stadens wee ten able demonstrat ht earnaghad ocured nd dake the dre t9 woof them payed tgs: Tove lt ook t eld notes fom six weks atria the projec with diferent poop (Student ames are replaced wih rewdonyms for prposes of anonymity) rroRMat tnansexe. (219)vionerre 2 Laura spaying the scoped sth ma the gata elo plying the ‘me hing oa eae ote. The keyed is peting sme of the noes. There ae ve gis in th and. The drummers ying avery sendy strong bea They ar practicing without the USB anda dru et tr dt The tae eters and slows dwn the tee. Thebass gts es Yead—ow to each player as they ae sapposed to come in They ae a0 gle togthes, akboogh the india part are good They stop and they note tha they vce al of Laura tens othe singer andy tha he wl give ber signa ‘Wie se esdrslpdeveoping in th group The stadents ar atemptingt ply without the maporof he ecrding, Thy ae egg whe hey playing, Intime together and when theyre ot The teshers now not equire ep ato “orl eching mode with hi group boca eter she modsed how ta sap shana and begin pin with one member outing he othersin which oscared with every group atone pint or another, alent end to manage his wn tice nd the teacher wa bet celngsih contol and alow students oak farther control of thi rebel Misi kl re being learned nd developed ‘he atmospheres concentrated and porporef and sound at though sonisin progres If ike the ty oehenal one wou encounter, ston, Leto, and Listen Sraents spoke ofthe importance of malig atening pporanites tothe song school and home, Yo neat the falas Whi ateingat ome hey ed teworkout what each prt was dong. Many ofthe pops id worked ut he vod st and hed moved 2 rng ost harmonies. They inated that they is fened omc in ifent wy with more ation tote diferent intramertl Arte ead of the plot, reserchernterviewedstdents ches anda _te Value Students Paced Letring With and From Friends tation demonstate, student placed gett importance 08 as the flowing gu rss 08 pecired agency and ntonony in ering n= ss sve boet he mas lessons youve beenbavng saan Wel hey diferent bechte we do far but nt om a eackersome wr Weer om ends and what hey know and we er youre, nt rhisafcted the way the tens fl aot hens as eres sade ef indpendentwithot the teacher here teaching Yo. I his and not ave i sateen inact ging pin woul oi 1 tstadents and enone fen Independence and respons wer important motel Joni alo apes teed ese of in peas” aang fiends and er and ea ci msi les er lsoealnan rig experience at wile dics ane eeindietcd pid in being able to teach oneefsomething and to the ue of een 8 the informal he importance of hat experience axons Wel ike erng ht wa becese tals ike you fguring om ihe ove aching youre so youslot hve that ven of rid that youre the strong cose of goup Sa arn ppsredin some instancesto extend outside now igh, because we rea group to whe snooxs: Weel ike woke to eachother for everthing bens Were in oer bjs we, he an go sre grap an tat wha ae now Learning by Doing, Not Learning About or by Talking ae be vege seadets paced on leaning by dolng, There was «S008 rwvonuacveansise 2211lament of novelty the informal learning project ecaaethe students’ previous tan ad been based on singing, And any insramenal mas kang ha ‘een purely theoretical reece in esponsessach asthe elloing cua [tint bes ferent esau in ns before [wee] we got al the Thnrumenss we were siting down, We were ding more paperwork but now trescully get ly the instruments and we aul go patent. ‘other comments however efecto et that such ctive musa leaning had on motivation and enthan fr choo mus: ‘ants T tink more people a enjoying ging t muse Secu instead of jst ‘iting around atthe desk eating sbost muse, you aul gt do things tnditshandson ome sadets served a ht in the moshing ling pace in thes mse ona They that thay, atherha hel cache, werebeconing He masa was (a eglr msi lessons we woold sully jst sig fom abook bat wit ‘Muse ature lors we stl geo doors So theres no book. We pit goo our bands and we gto make he mas; Instead of Mis D just pi qe he ow keyboard weal st tobe nteacve wou fn ntrarents Forone student thi gst er anewsese of erelas fate proeton afer malty -ncxas Hlalot more conden playing the gutarbecae always usedtothik, Tea dot and would never beset ply Singing Was Caving O18 aun Td telly ein because mosc wat ever ely ny forte sje. ‘Wehuteat theeang tes o singing songeand owed singngwasjutknd cfgeingeld aI wanted ry something dierent ir wava good cbinge eet dent the epetion ois vocal mac ert fm junior Hinde nn comand biota begun to pal Te ching 3 Bere pram masa rnd Nove how uch his cee was bute tothe program and ow mach tothe sevely for fae curiam with ew ingramea’s of cour dia “Gear Howere ome ofthis is arp inthe ving tat from an ier Inresponse to the question"How have miesons een dient” cexoncts Theyeverybeerbecrse we setulae sft doth we actualy Te ef to woek with Aad nou rt muse ds we ad singing 2 hiss sey bate: ts Bote gotsngiog ging on inthis. aaa Dermal dontknow tuts wee acter wee aly ko eg ae eet sing the bajo rons and now wee, ik singing Katy arp aging Katy Pry a wat” fit he way hi aes = ne “legit” ot authentic. To hes, tht became a “ea perce He sng, Ie ec aerating expect wopposetowichos? micmakng a7 Who Picks the Song? c ox he fac thatthe song they Choice was an important fctor for tate tents The fat hat cre wh was chore in nonin we be each was important oe Right OK. What shouts ines of who ik the songs hen! Wis a a Tibethat edd arog that'd of pops not hing tat reo PROT someting ind ofsome or ening md ears tend ping ts Wh ng cher in the elementary school devised her own pr unng checklist sich asthe one own ing acer unt Te tn Sereda we stn ope 103, wich nde fr er edt ths enent eo dame post nt to th ings mas tet worsy aboot our marks nvorwattaanntse [223]i (ect se MUPU expats) (Get MUP epcnonss seme i I E i 3 i ‘Wen asad hw they thought the marks woud! compare to re stay these i majo thought they weld improve. When questions fre is thinking students ple of he increased evel f mation and engsm= her thought they ve whether they good at ruven 3: Thinkevryon doing realy the instrament or not nkeveryone ely ty sropenr 4: Yeaand theyre partcatin Sropnnr $1 Yash thinkhey’l do really good When en dents found oat how control work together in al group igo problems and cone them earned, ia, beaut 1 always thought It woud bearer to work Fhe mth ends bt Tare how we can wok together and out oo ring waong we op and re kaos when prety good with tb rok out because we now how Teena uy bt now were lard! howe to work togeter and think a Like wher someting wrong 20 on take he ofsve and we kind of to, work around or we Bria then we start ovr by norma ering takes some minded of ound res, peed As observed et, the iil edn eto adjust and students oezsonally had to progres Sten perceptions of beh have change alot beaut alto ie In mae people dda thay jot wanted to gett dane people relly ak i seriou They dds eal Andover with bute people are seal Masc appeared toe Seco nant ean time BeaAlong with the postive ceretions bout th informal eaing lessons suents ako made sone negate observations The following were the mow freguent themes Some deat serve tht thi syle of group essing and per tesching does sot wok for everyone FRAN: Wallwhen you'e plying with other people tk harder beste you ct vc her ke, your ows paying, Yous hesing everybody ec and only some people en aca learn by hosing oer peop, paying but ontsois hardest play when othe people a laying “This is an indication ofthe insportanc of lowing vary flexing modes within stvtien. For this tant t might ave bee ble fo hit take it etrareat and eadpoaes sd workin for pel withthe recording the teacher I alo highlights wy replace more formalleuning ates Stadems eedboth a desiop fly anda balanced coral sho I incde opportune for both types olson People no showing up tet Wel ew dye ago we had thre people away anit was our drummet, a no player, and gr player and we were ames Beaute our drammer kept ou utr layer ele uot to and pan plier desta And we had two singers nas, Aestudent were leringingroupsthatbectne ine ogy lied neces ofclenges cased verre pact problem asthey woulda the a word, On ‘he other side ofthis problem teacher observed Fling pater ftchoal absence ‘on muse days andeven one instanceof aden who haben continuo mi ing choo beginning te atend mor lilt ake put in mui. Another very string oberon occured in performance ston, even ple part. ‘ances where todent fom other bands would volunteer olay for = and with ‘ising merbers, Tht hpened guy in both evech echoolsand pak ot rowing sons of community and esponsty among ident Tach tndig hock The ferent cl ofthe as emphasind to aden the beponngofthe projec: They weed thatthe teacher would be there nsede bat that he would try otto interfere he bing le the tudes aed for ip. This proved tobe gt diel for seal numberof dents and case the mis Inga he teacher wa ot allowed to ss What dat youlie abot these lessons? ‘ae he fc tat they nt allowed toe The escheat allowed 0 help wife have problems you have al problem we lp you bt we ty prob sa As teased bees sonsine yoo might tose wih sient a evo abr ts escenario hs by waking a ene ner woud an mos Be remsinedto Be cm ee en eming eu eon them. Os oeasn bent podto move sch stadets tide their confor each har respon t observe how tadents are responding the ioral Teaming enioament and be prepared to rove along th cotinaum to amore fo tmalmade with prtilrstadents shold they Become dsested | ste projec investigating informal learning with ade 1 and 2 sade in the 13) wadalogtothe growing Dod fidence thet sages same schoo (Linton 2 Jamentary shoo chen, thatnformal learning may vem ofr young wood & Nash 2012). Ar Harwood and Marsh Horn ageSoreven enter (ee Harrod & Mi a tn hen ‘he ators proceed to show the os reitinship betwee formal silk ee rrtdcaton of fe tues natn fo taal oon fish IvroRmat teansine (227)+ Notions of diculty 2 good iden to have a lat dace pot inal recall a favorite place of Stet apt tho eg et bain met a se 1 choos snl ops fends wok wth nd es hee Meco an oping tm either vocal or sre inetd soa Mn (12) est tr pra Chip tes exit Alow de = Fi yr nd aang ctl Prove po stron king them in ing roe yur with hem, Teaches es be addessed in school mae edn? Har wit he 1. Adoption of participatory fame” overs ‘eheaing fame” or “knowledge wile ct 204 oni fame” This vee Gning eperoie thats partiplry i ste and nay necsiary begining hy reminding clade dram les, playground games daocing rapping, nd poplar tothe recording. Mocel the asa oe us cy by roaling te ral easing proces man Respect for cre notions of fealty and comple. This involves giving night want to Bede eas worn ingroup bt with heme ong chileren 15 how ace are raced for ering and acknowledging weitere oretaggttrnnae a erate cosa tations mad sections and. 3. Prong leaner ith conto oop by lowing 0b ag sys ee Tech shake hh een reed ao opr ct cand the wy backed ad fd cond he efor proupstowrkindependent ofthe teacher pouprwith the ends. Bee easy lee : “oe ene Sadet oud then workin spe ee ‘isncladr operon and wid ang reper. wh ee Daye ante eng an 4. Proving nett lncnng opportunites inverting more 55m hens Enesion ies i any songs and teacher modeling of overeat tomas s Soups to experiment wth he 5, Providing opportunites for asa oa boise and malimodal ering. This ‘Sogn movement and then allowing stoder'n groups 0 Includes opportuntos for improvisation, lean by ea se of muieda toe ideas before aig per en eee Pee ‘ears lenin, epetton of epertsre end oppor or roy er Ch ar sein rac penn bce ih tlsofpatiiption. (pp 382-336) se Tabet opt i geen ol Yoruba exe mgr eater ilo Sad dents are working independently Lio work (2013) sug th, jst der len ry ge sent be Swot hetero ft rom mediton between hi previous formal echer- deed msc ening sae pointe ate ad eden ae dveonderca clowe In achool, too do much younger student na this pens tobe especialy sna compute ‘he nadants wil wot and ensure free ‘msportant with much younger dents whore primi lesangexpereee in Teacher to donload only the wdeo the classroom have been Zo afgatd young chile elation to adinal method bused prog, There x sppems tobe a intel ack fconSdence in younger dene be independenty rosea ‘dharooms where there hasbeen «high dee of teacher inrac ca tion pevoul, Hower once bares ae broken down trough improvisstion CHaLLeNces AND UMITATIONS with body prcusion, tne percusion, or other sual rumen o LEARNING IN GENERAL MUSI with ices confdence returns and stadets then embrace perl stening and ng of mas actites The follwing ae some idea fo approaching infor A numberof challeng te lertr andthere te naero sl mai learning wth younger elementary choo dents Rather thanking rdaggy ive bee uggs in the erate and zl lan. u =< : idee when working ti way with younger ci very young halen to bag into school recordings of mos the ket stent allengesthathavetobe< peronsan veansive (2241Space and Resources To bela wit the simplest and most obvious challenges there are very peat! sues raised by attempting small group work wth poplar mes nstrment in North Amerian elementary schools Physical provision fr main element school angs rm well oupedcasooms tothe teacer who bas no de claro snd Where space is provided for muss, wil probly bein a sige cassoom Informal learing canbe apd othe lige ensemble efectinely (Devs 2012) chology can also be used to reat eft (Vier, 203) Here ae some ‘des rom sal group intra ea ule inthe UK and Canin pr based onthe garage and noel uch as, ts For this made ace irq: Bow ey the teacher canbe creation how tht paces achieve Te elementary pt schoolteacher hs amuse roo where intrest cat be ered and where one roup can work Three the groups work cepetvly onthe sage sd in alway The teacher does fal amount ef running wound to vst group as they wrk be thsismanageable wth he good wlth custodian andthe eacers On gy addres this ie to ela th po en unity membersn assisting wth monitoring op In tis eopect {hesppor: ofthe school prep forehe projets ben eset and ky ore ponent nthe eontinsed accesso the projet. Thoin smens we secure frou projet from Roland and Longané McQuade were a great source and undoubtedly a motivating factor im student enthu sla response tothe projet They were very good-quality indastystandand ‘eguipment and certuny made the student fel "lg in thet mune ming (On the other hand the setup and takedown te involved was considerable the bginlag ofthe project at groups had tobe set wp around the schoo! on ‘the diy on wich the nora learning cle took place Ispeaks hight he edction of rot ache tht heared early to soa ec ime 9 instruents and tune guitars. Students hae become increasingly adept sci span rakg down ther own equlpment the project has progeened into the second pha but ssl major tine lnvetnent and thock sestandng at nea lasing ian approich vr not swt te istamens. Although oe ep ‘yp ees te toeuming and cing : cf a ance sane epoch ep Fa a ral it donated gas fo the orm he mich Sherer alent files 3 heap lectronickaybond, and pecs hand sock ret amen dram pad, and205 iphone or lope In fact wh oe see upony se thi orf einen 12 : rently undertaking is making use exch seer he pete pl hat Linton arty on Sly of vies and re etomone, Ourteachermet ber ets t formal teacher-directed lesson, COneafthe ain chlleng the amount fear foro mate once week Thies challring i ; rt fale mode it can be exerely chal seeming ling wi tine su bs ho le iy of practic tats being ring, We have fod, howe specdotherang = Ma mn enn dane, ch apr and eet ct a csun Sr so erngtiestnenchbet earn tht atoghne el #8 Sm nro Spams not an insurmountable goes of Groans earingpodagegy ss ras yer, Alisap (2008) and Clements (2008) sug: Pee ccmng the lth eae Alsop ( 3 ost Fa ey rit lead to musi aches being replaced by chetpes pet ak ee ae) pense oth was pat ower Rabe ed labor Gree’ (20088) espe oe ts that th acer neeasingy 082 kev (2009) regen ts fang becase "te teache: vr and ore import role hs pedagogy. SV Fn bu bles ore epost ob es in ig) lea sugested a fo uronwatveanstse (2311sppeac savant to students once they become motivator through manip ul the interne meaning ofthe min “rar” mu lasing way “Therefore, opportunites for more foal teaching mat be ented and rasp a the tache diagnoses the leenng ston and vents tht the tine right for 2 more foal pedaggialiteryeson. Thi normaly oir when edets tithe requ help or ae obvioly a0 ate with pcb, Bacase the fee ‘change of dea and mas betwee tens cr tothe normal ta tng proces the echer mos Sind wast trac with aden ina noire, nonconfontationa manne to bere clearer songs then, ‘ake (2009) soggeste hat thi shi fo informal to frm erning 2 the stoton egies might present 2 natal development of the dent ase trget ler more anda thr ecng wth the bly of more formally estab eed diag cian observed in Greet 2001 sad lo expesed siti thd t lara msc n moe formal mode once they guined sills, owed and understand Ingwthinnfonal ering of mse they chow, meres and concept” (p16) As Vilhea notes, the poplar mu (One strategy the reeach eam found hlpflinthi respect wisp fo begin pleying withthe group for example repeating keyboard fngring a the op of the keyboard alongside the tent or picking up another bas gua and joining in looping chord paten ox us ine over and over with tens ut thy cn conus sone Spiting the drum kt Between stent an teacher was anthe bridging erate to encourage conidenc in sadents etcent to ly. Another concer exresied ropaiig ifr mic ering as bee the ques tion of whether authentic popular mac ing erates with suteatic pope Tar asc en eal occur thin the lettin eting ofthe school As Green (2001) observed mus tendo become smelt ofthe rel thing wheat cette inauthentic eting ofthe school Howere Ven (2005 observes, ‘hirneed not eesti be an nrmuteble problems ‘aber regs tht pete te bid new mui materials produced might open up new muse reali for sade. Carta a uber of dents nour (232) Appa ard fe hat the mas they were ming wa Teg ee though s profesional rockamncian woud probably ego ; tre npr ete set pseptnf thw fthe as ra Fan the objective authentic ofthe rodsct. As longa tude fel they ae saa din ronethng ea ot legitimate, the sc lerlgexprence bas been snore Teacher Confidence and Skill Development makes hesey demands upon the teacher. Ie reque Infoumal music esraing makes hey fort dassoom contol 190 vat purpoafily aay tom det soperision for pcos of ime and to ren teacher to rlingash he conf hi students sgh colar mast make «obama ts make thing - am become expert in belpng su Teaming ach eat they © ene (p39), Hoes Rdg cies ofa a retin ntodacng infra ering his own ms ttl stodets acl very threatened by the ea that their ows education igh mai sandards and made them wo heya hat somohow Shaped tet ben deralusd” (38) plate are easton upon rahestngfinormalearaing anne pega Tio ping Ov meeEteS tht ingen ose toe Tobe its or wa feng bas Become evap be regia to breuer ou ca ln this sense, Green (2009) suggests that Dunbar-Hall's ‘aoO eninge teachers tethopedagogusiny fl She ogg (2o0e)bkeingofmuscteah xervedin a ype enamel Pop the hibits and customs af ts eng in a seang ind woul se Seen wth hens ao might mun acer tenet om tihng of people to engage withthe, 32 and rvetente Learning habit an xstors might noe ering listen fo tamil msi with ondestanding, playing aan Heraeus pure and easing sees fordagvosing pup needs and Saemodel of erioming compen, 2d improvisiagn Wt genres, Sach peparion might lesen each delsin ‘Nee ange fms ses Ps thuampengtoimsoduce new pedagogies mex dasooms N wvontas crane (238teacher edcaton sch a ths already ein many placer round the lobe bt areal comparatively aren North Ar can masi and musiteacher ction Long Sight ofthe Theoretical and Historia Elements oF Music Edueation of thooretial and historical element of male education tough wich young people lea the srctural pops ofmatc and tssoc and hiorealcontexe This ett might be waraned informal masc leaning were proposed ot 2 replacment for formal muse karing, Hower, hat been plated ot many mes Green and others and rooght th chap informal lng doe ot sept the purpose or rl of fermallesang but einen to work stander witht. As Groen (200) ate: song opinion ha young oop bt poe A sil concr has bee exposed about infral mas lesrsngin diver {ngpopulr mai om ertiquea te sca call an hice costes foscng uncial consumptioe of teed by young people One iterating ‘tact rom our dia indetes udent independently exeteang celine ln respect to both the ms thy werk with nthe mas adaty and oer sutully occuring teaching ston inh rempec. The group wis working 00 Jes J+ s0ng Pri Tigandthechoraywhichbas the following “ants ‘hemoney money money we de’ aed your money money money. Jos wet te maketh world dane, forge sat the prc tg “Temas iplying a hercare thes boy and hee gis inthis group. 2: “Ifyousyitbnot about he oney'then it shouldbe fre on Tune Alleah 1 "Yih ke, ot about the moneys song! Tunes isthe Bigg wat of 1: Askallothrs “Do you se Tut” Alrespond no! 1: “Varitsthe bigger var of one Stent were naturally sefecing upon the oil and ell iplitons of ‘he sog ss leading them nto a dctsion of commercial muscles A tac Ing opportunity peesented elf ere In he cls plenary a ‘he end of the leo, ‘hiss topic hat might be picked wp on anda dacuon developed or reece bomewrk set. Sach dicoson say evlve trl ror the infra ering Informal len har much oof general masceducion nes of tent autonomy felis of confidence and pide in ein, a eae of authentic in the mass blog made and development of leaing commie, socal Bonds, and mutual responsi. Although it fakes teacher and learner ute ther enor zones om acai, eer ndings nda t the rewards ae worth the itsWe ok forward vo seing the eas of our ech wi ven young students in informal mui harning tnd to eteing he ras of th pedagegy ite /masialftrecanada org pas /anemasiclfaresarg ie /nermoclaresnraliorg e/a chernetarking ce ORAL LEARNING [235]Dar $61) tenet nob gn enripyeleen Dana (208) Etnopedsey Ce Foon Lindt U, ede 0 (1589s Gand ir re 1 (06), opi te con ns rl (ex G09) Reps Crono hey fone 8 tt of Bde Ff toto 3) Nev ak On Urey ee cal i anh an Boon