A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 126

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

Case Study of Two Students
In addition to the observations on general classroom
behaviour, I paid close attention to the behaviours of
Serene and Joy.
Phases

Behaviour of Serene and Joy

Term 2

The two girls were initially at a loss with the selection of songs. However, they
were attentive and quiet. With some keyboard background, they were able to
play Ode to Joy competently. Their closer friends also asked them for help.

Term 3

The girls took a very long time to decide on their preferred song choice as they
were very hesitant. Serene would play quite well at the beginning of a song but
falter halfway. She would then give up. This was the same for Joy. Most of the
time, Joy taught Serene how to play the music. When they had the opportunity
to have their own keyboards, they relied heavily on YouTube videos.
Their conversations would normally go along this thread:
Transcript6 10 July 2014
04:54

05:49

Joy

This this. Then repeat the whole thing twice.

Serene

This one ah?

Joy

This and this

Serene

Correct?

Joy

Yes. Eh? This. Eh? (Demonstrating)

Serene

Wait. Pause. (Joy demonstrating, while
Serene follows)
This one?

Joy

Ya. No, it’s this, this and this.
continue ...

6

Students’ communication have been mostly transcribed verbatim, including
instances where colloquial expressions are used.

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