Seeing the Invisible: Theorising Connections between Informal and Formal Musical Knowledge

Autor/in	Carroll, Christine Leanne
Titel	Seeing the Invisible: Theorising Connections between Informal and Formal Musical Knowledge
Quelle	In: Research Studies in Music Education, 42 (2020) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carroll, Christine Leanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X18824641
Schlagwörter	Correlation; Prior Learning; Music Education; Course Descriptions; Aural Learning; Skill Development; Informal Education; Semantics; Case Studies; High School Students; Task Analysis; Music Reading; Educational Change; Curriculum Development; Teaching Methods; Learning Processes; Foreign Countries; Ethnography; Recall (Psychology); Australia + Suchen Sie Ihr Suchwort? Korrelation; Vorkenntnisse; Musikerziehung; Kursstrukturplan; Baugestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Informelle Bildung; Nichtformale Bildung; Semantik; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aufgabenanalyse; Musizieren; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Ethnografie; Abberufung; Australien
Abstract	This article explores the perceived disconnect between informal and formal musical knowledge, through a focused case study which aligned students' informal knowledge with aspects of the formal curriculum. The upper high school or senior secondary student participants had a background in the creation and performance of popular and contemporary music, and already possessed well-developed informal and aural-based learning skills. Using a latter phase of Green's (2008) informal learning research as a starting point, the students completed two written tasks: a scoring or transcription exercise, and an analysis report using the music "elements" or "concepts" framework of the syllabus. Legitimation Code Theory (LCT), was utilised in the theoretical appraisal of themes emerging from the study. Employing one LCT dimension known as "Semantics," which explores the context-dependence and complexity of knowledge, a range of knowledge types were observed. These made visible points of connection and disconnection between the students' informal knowledge and the formal knowledge required to complete the tasks. The study highlights the limitations of informal knowledge as a sole basis for formal knowledge construction, but equally unveils points of connection between the two, important in informing teacher facilitation, and, much needed in curriculum reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01