Informal Learning in General Music Education

Abstract

Abstract Twenty-first-century learners may not respond as well to didactic, teacher-led pedagogy in music as they have in the past, nor may they embrace curricula that do not include music in which they are encultured by daily out-of-school listening, mainly popular music. One way in which more autonomous music learning may occur is through what has been termed informal music pedagogy. This chapter considers a case study of informal learning in an elementary school in Canada and discusses the potential for informal music learning to function as a culturally relevant, student-centered pedagogy in general music education, particularly to general music as it applies to children ages 10 to 13 years, although the work reported on here has since been extended to students as young as age 8 years.

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