Children’s informal music learning: A phenomenological inquiry

Abstract

Children’s informal music-making has been studied in a variety of contexts outside of school, but few researchers have examined this type of learning in elementary music classes. The purpose of this phenomenological inquiry was to explore the lived experience of 13 children with informal music learning in an elementary school in the U.S. Individual interviews, focus group interviews, and field notes were collected and analyzed using van Manen’s process for hermeneutic phenomenological inquiry. The data revealed the following themes: freedom to choose, making it their own, exploring their musical identities, and critical reflection. Key elements of the essence include interactions with friends, embodied music making, personal validation, and the encouragement of future musical opportunities. The discussion provides suggestions for music educators to facilitate informal music learning experiences and implications for future research with elementary students.

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