![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The present article will examine informal learning in popular and jazz music education in Finland and evaluate it as a part of formal upper secondary vocational musicians’ training, which is typically teacher directed. It is not necessarily the best model of working in popular and jazz music learning, which has traditionally benefitted from learning in informal playing situations. This article examines workshops which were implemented as joint efforts with professional musicians. The adoption of this model is proposed for realizing informal learning in the field. This kind of approach is quite new in music education, and the research on the theme is still scarce. The findings of present research show that in workshops there appears multi-level learning which develops musicianship. Music schools and institutions should recognize the potential of informal learning, and the teachers should develop learning environments which can benefit from it. The choice of music to be played, learning from playing experiences, and the evaluation of learning outcomes are to a great extent within students’ responsibilities. Carrying them out requires responsible and initiative action, problem-solving skills, communication skills, and readiness to reflect experiences.
References
Section:
|
Ake, D. (2002). Jazz cultures. Los Angeles: University of California Press. Google Scholar | |
|
Beckett, D., Hager, P. (2002). Life, work and learning: Practice in postmodernity. London: Routledge. Google Scholar | |
|
Bereiter, C., Scardamalia, M. (1993). Surpassing us: An inquiry into the nature and implications of expertise. Chicago: Open Court. Google Scholar | |
|
Berliner, P. (1994). Thinking in jazz: The infinite art of improvisation. Chicago: University of Chicago Press. Google Scholar | Crossref | |
|
Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Crows Nest, Australia: Allen & Unwin. Google Scholar | |
|
Boreham, N. (2002). Work process knowledge in technological and organizational development. In Boreham, N., Samurcay, R., Fisher, M. (Eds.), Work process knowledge (pp. 1–14). London: Routledge. Google Scholar | |
|
Boud, D., Cohen, R., Sampson, J. (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education 24(4), 413–426. Google Scholar | Crossref | |
|
Boud, D., Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning, 15(5), 194–202. Google Scholar | Crossref | |
|
Burns, N., Grove, S. K. (2009). The practice of nursing research: Appraisal, synthesis, and generation of evidence (6th ed.). St. Louis, MO: Saunders Elsevier. Google Scholar | |
|
Burwell, K. (2012). Apprenticeship in music: A contextual study for instrumental teaching and learning. International Journal of Music Education, 31(3), 276–291. Google Scholar | SAGE Journals | ISI | |
|
Colley, H., Hodkinson, P., Malcolm, J. (2003). Informality and formality in learning. London: Learning and Skills Research Centre. Google Scholar | |
|
Cope, P. (2002). Informal learning of musical instruments: The importance of social context. Music Education Research, 4(1), 93–104. Google Scholar | Crossref | |
|
Cope, P. (2005). Adult learning in traditional music. British Journal of Music Education, 22(2), 125–140. Google Scholar | Crossref | |
|
Cox, G. (2002). Transforming research in music education history. In Colwell, R., Richardson, C. (Eds.), The new handbook of research in music teaching and learning (pp. 695–706). New York: Oxford University Press. Google Scholar | |
|
Davis, S., Blair, D. (2011). Popular music in American teacher education: A glimpse into a secondary methods course. International Journal of Music Education, 29(2), 124–140. Google Scholar | SAGE Journals | ISI | |
|
Elliott, D. J. (1995). Music matters: A new philosophy of music education. New York & Oxford: Oxford University Press. Google Scholar | |
|
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. Google Scholar | Crossref | |
|
European Parliament . (2006). Recommendation of the European Parliament and of the Council of 18 Dec 2006 on Key Competences for Lifelong Learning (2006/962/EC). Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:32006H0962:EN:NOT Google Scholar | |
|
Feldman, E., Contzius, A. (2011). Instrumental music education. New York: Routledge. Google Scholar | |
|
Field, J. (2006). Lifelong learning and the new educational order. London: Trentham Books. Google Scholar | |
|
Finnegan, R. (1989). The hidden musicians: Music making in an English town. Cambridge: Cambridge University Press. Google Scholar | |
|
Fiske, H. (2012). Engaging student ownership of musical ideas. In Bowman, W. D., Frega, L. (Eds.), The Oxford Handbook of Philosophy in Music Education (pp. 307–327). Oxford: Oxford University Press. Google Scholar | Crossref | |
|
FNBE . (2010). Vocational qualification in music. Helsinki: FNBE. Retrieved from www.oph.fi/download/140430_vocational_qualification_in_music_2010.pdf Google Scholar | |
|
Folkestad, G. (2006). Formal and informal learning situations or practices vs formal and informal ways of learning. British Journal of Music Education, 23(2), 135–145. Google Scholar | Crossref | |
|
Gatien, G. (2009). Categories and music transmission. Action, Criticism, and Theory for Music Education 8 (2), 94–119. Google Scholar | |
|
Green, L. (2001). How popular musicians learn: A way ahead for music education. Aldershot: Ashgate. Google Scholar | |
|
Green, L. (2006). Popular music education in and for itself, and for “other” music: Current research in the classroom. International Journal of Music Education, 24(2), 101–118. Google Scholar | SAGE Journals | ISI | |
|
Green, L. (2008). Music, informal learning and the school: A new classroom pedagogy. Aldershot: Ashgate. Google Scholar | |
|
Green, L. (2009). Response to special issue of Action, Criticism and Theory for Music Education concerning “Music, informal learning and the school: A new classroom pedagogy.” Action, Criticism, and Theory for Music Education, 8(2), 120–132. Google Scholar | |
|
Gridley, M. (2003). Jazz Styles: History and Analysis (8th ed.). New Jersey: Prentice Hall. Google Scholar | |
|
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125–149. Google Scholar | SAGE Journals | ISI | |
|
Guile, D., Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, 14(1), 114–131. Google Scholar | Crossref | |
|
Hallam, S. (2001). The development of expertise in young musicians: Strategy use, knowledge acquisition and individual diversity. Music Education Research, 3(1), 7–23. Google Scholar | Crossref | |
|
Huovinen, E., Tenkanen, A., Kuusinen, V-P. (2011). Dramaturgical and music-theoretical approaches to improvisation pedagogy. International Journal of Music Education, 29(1), 82–100. Google Scholar | SAGE Journals | ISI | |
|
Illeris, K. (2011). The fundamentals of workplace learning: Understanding how people learn in working life. London: Routledge. Google Scholar | |
|
Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22(3), 189–200. Google Scholar | SAGE Journals | |
|
Jenkins, H. (2013). Textual poachers: Television fans and participatory culture (Updated 20th anniversary ed.). New York: Routledge. Google Scholar | |
|
Jokinen, J., Lähteenmäki, L., Nokelainen, P. (2009). Työssäoppimisen lumo [The magic of the on-the-job learning]. Hämeenlinna: HAMK. Google Scholar | |
|
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. London: Sage Publications. Google Scholar | |
|
Laughlin, J. E. (2001). The use of notated and aural exercises as pedagogical procedures intended to develop harmonic accuracy among beginning jazz improvisers. Unpublished PhD dissertation, University of North Texas, USA. Retrieved from http://digital.library.unt.edu/ark:/67531/metadc2886/ Google Scholar | |
|
Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Lebler, D. (2007). Student-as-master? Reflections on a learning innovation in popular music pedagogy. International Journal of Music Education, 25(3), 205–221. Google Scholar | SAGE Journals | ISI | |
|
Lebler, D., Burt-Perkins, R., Carey, G. (2009). What the students bring: Examining the attributes of commencing conservatoire students. International Journal of Music Education, 27(3), 232–249. Google Scholar | SAGE Journals | ISI | |
|
Livingstone, D. W. (2001). Adults’ informal learning: Definitions, findings, gaps and future research. Wall Working Paper No. 21. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/2735/2/21adultsinformallearning.pdf February 2013 Google Scholar | |
|
Louth, J. P. (2006). Lifelong learning and the informally trained jazz artist. International Journal of Community Music, 14(1):9–24. Retrieved from http://www.intellectbooks.co.uk/MediaManager/Archive/IJCM/Volume%20D/08%20Louth.pdf Google Scholar | |
|
Lowe, G. (2012). Lessons for teachers: What lower secondary school students tell us about learning a musical instrument. International Journal of Music Education, 30(3), 227–243. Google Scholar | SAGE Journals | ISI | |
|
Nonaka, I., Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press. Google Scholar | |
|
Purma, R. (2012). Musiikkialan perustutkinnon v. 2005–2010 suorittaneiden sijoittuminen työelämään ja jatko-opintoihin. [How those who had completed their vocational upper secondary qualifications in music during the years 2005–2010 were later positioned in working life and postgraduate studies]. Helsinki: The Conservatoire Association of Finland. Google Scholar | |
|
Reimer, B. (1989). A philosophy of music education (2nd ed.). New Jersey: Prentice Hall. Google Scholar | |
|
Rohwer, D. (2005). Teaching the adult beginning instrumentalist: Ideas from practitioners. International Journal of Music Education, 23(1), 37–47. Google Scholar | SAGE Journals | |
|
Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175–194. Google Scholar | Crossref | |
|
Sloboda, J. (2001). Emotion, functionality and the everyday experience of music: Where does music education fit? Music Education Research, 3(2), 54–67. Google Scholar | Crossref | |
|
Swanwick, K. (1988). Music, mind, and education. London: Routledge. Google Scholar | Crossref | |
|
Veblen, K. K. (2012). Adult music learning in formal, nonformal, and informal contexts. In McPherson, G. E., Welch, G. F. (Eds.), The Oxford handbook of music education (Vol. 2; pp. 243–256). Oxford: Oxford University Press. Google Scholar | |
|
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. Google Scholar | |
|
Walser, R. (1993). Out of notes: Signification, interpretation, and the problem of Miles Davis. The Musical Quarterly, 77(2), 343–365. Google Scholar | Crossref | ISI | |
|
Watson, K. E. (2008). The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation. Ann Arbor, MI: ProQuest Information and Learning Company. Google Scholar | |
|
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Wenger, E. (2009). A social theory of learning. In Illeris, K. (Ed.), Contemporary theories of learning: learning theorists in their own words (pp. 209–218). London: Routledge. Google Scholar | |
|
Westerlund, H. (2006). Garage rock bands: A future model for developing musical expertise? International Journal of Music Education, 24(2), 119–125. Google Scholar | SAGE Journals | ISI | |
|
Zimmerman, B., Bonner, S., Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association. Google Scholar | Crossref |
