An Analytical Lens for Studying Informal Learning in Music: Subversion, Embodied Learning and Participatory Performance

Autor/in	Lill, Athena
Titel	An Analytical Lens for Studying Informal Learning in Music: Subversion, Embodied Learning and Participatory Performance
Quelle	In: Action, Criticism, and Theory for Music Education, 13 (2014) 1, S.223-247 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Foreign Countries; Music; Music Education; Informal Education; Ethnography; Children; Adolescents; Technology Uses in Education; Cultural Pluralism; Phenomenology; Epistemology; Case Studies; Student Behavior; Comprehension; Childhood Attitudes; Music Activities; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Musik; Musikerziehung; Informelle Bildung; Nichtformale Bildung; Ethnografie; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kulturpluralismus; Phenomenological psychology; Phänomenologie; Psychologie; Erkenntnistheorie; Case study; Fallstudie; Case Study; Student behaviour; Schülerverhalten; Verstehen; Verständnis; Musikalische Aktion; Australien; Großbritannien
Abstract	Concepts of informal learning in music education have been developed from adult interpretations of the ways in which young people are perceived to learn. Informal learning can therefore be reified or transformed into pedagogy that prioritizes an adult understanding of the processes of learning. This article presents the first part of an analytical lens, created through a meta-synthesis of ethnographic literature, that allows a comparison of an academic understanding of informal learning with the "real-life" experiences of children. It draws on data collected from an empirical study into the ways in which children and young people learn informally in and out of school to illustrate three key themes; subversion, embodied understanding and participatory performance. It concludes that it may be more fruitful to conceptualize "informal learning" as "informal learnings" to better capture the multi-faceted and complex nature of children's informal learning experiences. (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10