Literaturnachweis - Detailanzeige
| Autor/in | Mok, Annie O. |
|---|---|
| Titel | 'I Can Follow': Self-Directed Informal Learning Strategies Adopted by Choristers in an Adult Amateur Choir |
| Quelle | In: Music Education Research, 22 (2020) 4, S.421-431 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mok, Annie O.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1461-3808 |
| DOI | 10.1080/14613808.2020.1796951 |
| Schlagwörter | Adults; Singing; Informal Education; Music Activities; Foreign Countries; Learning Strategies; Listening; Visual Aids; Musical Instruments; Information Technology; Drills (Practice); Music Reading; Hong Kong |
| Abstract | The qualitative study revealed how 15 choristers from an adult amateur choir with different musical experience supplemented their weekly formal choir rehearsals with self-directed informal learning strategies to learn the choral concert repertoires in Hong Kong. Semi-structured individual interviews were used to obtain data for the study. The data were processed and analysed using an adaptation of grounded theory in three steps: inductive coding and categorising; constant comparisons, and integration. The results of the analysis showed that each informant used between 3 and 6 strategies, including the aural strategies of following others and purposive listening, marking the score with sol-fa names or sight-reading, using a keyboard, technology, and some practice strategies, such as listening to a recording repeatedly in order to memorise a song. The self-directed informal mode of learning made it possible for the choristers to take ownership of and the initiative in their learning, and to learn at a pace that suited their individual needs and personal style. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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