Towards a Synthesis of Formal, Non-Formal and Informal Pedagogies in Popular Music Learning

Autor/in	Ng, Hoon Hong
Titel	Towards a Synthesis of Formal, Non-Formal and Informal Pedagogies in Popular Music Learning
Quelle	In: Research Studies in Music Education, 42 (2020) 1, S.56-76 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X18774345
Schlagwörter	Informal Education; Nonformal Education; Popular Culture; Music Education; Instruction; Foreign Countries; Music Teachers; Secondary Schools; Teacher Effectiveness; Curriculum Implementation; Teacher Attitudes; Singapore + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Popkultur; Musikerziehung; Teaching process; Unterrichtsprozess; Ausland; Music; Teacher; Teachers; Musiklehrer; Sekundarschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Singapur
Abstract	Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01