A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 116

Benefits of Informal Learning Pedagogy and Popular Music with Normal Technical Students:
Self-Directed Learning through the Use of Technology

I therefore gave the possibility of using such an approach
in the music classroom serious consideration. After reading
up on the Informal Learning approach by Lucy Green, I
decided to examine how beneficial Informal Learning
pedagogy of popular music could be with our NT students
in developing their self-directed learning, with the
incorporation of technology as well.

Literature Review

With plenty of informal learning pedagogical resources
to fall back on, I decided on using the Informal Learning
model as proposed by Green (2008). This model is based
on five principles:
i. That learners always start with music that they know and
like
ii. That the main learning practice involves copying
recordings of real music by ear
iii. That learning takes place alone and, crucially, with
groups of friends, mostly without adult guidance or
supervision
iv. That learning is not progressively structured from simple
to increasingly complex, but holistic, idiosyncratic and
haphazard
v. That listening, performing, improvising and composing
are all integrated throughout the learning process.
Folkestad (2006) further reinforced the four aspects that
informal learning is different from formal pedagogy:
i. The situation where learning takes place: students can
be trained musicians, both in and out of classrooms
ii. The learning style of students: students can pick up
music skills through “written music or by ear” (p. 141)
iii. The ownership of learning: students have greater
ownership of learning
iv. The intentionality: students can decide if they can learn
how to play in a formalised setting or learn to play in a
self- regulated setting

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