Typically, we see formal approaches to learning within the K-12 music education programs. Informal vs. formal learning, as Wright puts it, can appear confusing. However, they are quite opposite of each other. Formal learning is teacher led and the teacher carries out a lesson or activity that was planned ahead of time. On the other hand, an informal learning situation is student led, where the activity has not been planned ahead of time, and the intention is to essentially “to play”. While formal learning situations are meant solely “to learn”. Furthermore, the focus of informal approaches to learning is students. In these situations, students are learning from and with other students.
Students gain a number of valuable things from engaging in practices such as informal learning situations. After reading about the case study conducted and discussed in this chapter you will find that students actually valued the opportunity to learn with and from their peers. Because an informal approach is so student-driven, many of the students in the study felt a sense of accomplishment because they were able to teach themselves, or a friend, something in class. In other words they enjoyed being in charge of themselves and what they were learning. Also, another student commented about feeling independent, and as though they had a responsibility to tend to, which made them take pride in what they were doing. Furthermore, it was a total confidence builder. Other students said they liked that they felt they could make mistakes and not get in trouble for them. During the study, observers noticed leadership among certain students to take place. Moreover, teachers were noticing that the students’ learning capacity was increasing each week. Wright says students were listening to the music more, with more thought and specificity. Lastly, the students took so well to this approach, that they were taking it outside of class, to recess and talking amongst their classmates about what they were doing in music class! I think it’s amazing that through this study they were able to find so many positives of informal learning situations. It’s quite clear that through this approach students were connecting more with the music, and enjoying themselves throughout the entire process.
In the chapter it talks about this idea of music “celebration” that occurs when musics’ two forms of meaning are combined; inherent meaning and delineated meaning. Furthermore, when students respond to these two meanings, and they are positive responses, then that is when music celebration takes place. Wright suggests that this reaction is reached through informal music learning practices. In addition, it’s suggested that musical alienation (the opposite of music celebration); “when both responses are negative”, may be the reason why students tend to resist to formal music education in elementary schools. I feel as though this term of music celebration is evident in the case study, because students were in a sense celebrating, by taking what they learned outside the classroom as well. Furthermore, as educators I feel it is crucial to be aware of the reactions of their students to the music they are hearing and experiencing in class. Always asking ourselves: Are my students expressing music celebration, or music alienation? What do I need to do to ensure they are celebrating what they are learning and experiencing in class?
Some music educators might struggle to feel as though they are actually teaching, or being “teachers” in this type of situation. Others might feel there is too much freedom allowed, which causes more chaos than learning to occur. However, I think that’s why there is this whole idea of “blurring the lines” between formal and informal. By this I mean that the two can be combined with one another to create an environment where both teachers can lead, but then students have the opportunity to lead as well. I think it’s all about balance, and that is how we could address (the most common challenge/struggle within teachers) this challenge among music educators.
A look at my future Informal/Formal Approach to Learning:
(My future music classroom will (hopefully) be a general music class at an elementary school. Even though I honestly have no idea how this might look, I will take a whack at it! I think if I were to implement this type of approach it would look something like this): You walk into the classroom, and like most general music, there are all sorts of instruments in the corner, straight ahead. Instruments such as shakers, blocks, xylophones, drums, and more. Then in the corner diagonal from the door, there is a 7×4 book shelf (28 slots/box shelves) with iPads and headphones. In the other corner, there are a few computers, and electronic keyboards with headphones. Between the corners there are two practice rooms, and in the middle of the room is empty with just a rug for singing time, or play time, etc. Lastly, there is a smart board at the front of the class. At times, my kids (including kinder) will be spending time individually on the iPads, using music apps for creating, exploring and performing. Or another time they might be taking turns on instruments for a new song we are learning. In a different class, mainly for grades 4-6, my students will be learning the 12 bar blues on keyboards and creating songs to go along with it. You might hear a student or group of students take an instrument, or iPad into a practice room to work on a song they are learning or creating. Other days, you will hear my kinder-2nd grade class learning a new dance to the folksong I am teaching them, or using the smart-board to create new rhythms with rhythm icons and shapes. The possibilities are endless ad exciting!
{My Music Education Journey} 