The benefits of informal teaching in the music classroom

Abstract

This thesis investigates the significance of informal music education in nurturing a rounded learning experience beyond individual skill development. It explores that informal music culture encourages collaboration, communication, and community in music-making, creating a more inclusive and livelier atmosphere than formal music settings. The research focuses on the benefits of practical engagement with essential musical meanings through aural imitation, which naturally improves the ability to listen to music and promotes a deeper appreciation and understanding of it. For this thesis, the studies carried out by Emerita Professor of Music Education Lucy Green were considered one of the primary sources of consultation. By focusing on students' self-selected music and supporting learning practices with their natural preferences, teachers can guide students toward becoming more aware and authentic in their musical exploration. Including informal music learning practices in the classroom enhances the authenticity of the learning experience. Students can develop a mature musical independence that allows them to appreciate and engage with music in a more reflective and meaningful way, allowing them to explore the fundamental meanings of music and discover new perspectives on music's social, cultural, political, and ideological aspects.