Informal learning in the choral classroom

Abstract

Although North American schools have had vast success in creating outstanding examples of formal musical ensembles such as choirs, bands, and orchestras, many choral teachers do not incorporate composing or improvising into their ensemble rehearsals. The purpose of this study was to explore students’ experiences songwriting in an informal learning context situated in a choral setting. The research questions that guided this study were: (a) How do students approach and navigate the songwriting process in an informal learning context situated in a choral setting? (b) How does participation in an informal learning context affect students’ experiences in choir? (c) How does the incorporation of informal learning in the choral rehearsal affect and inform my teaching practice?

Using an ethnographic case study design, I studied the students in a fourth through eighth grade choir (n=13) as they wrote original songs and performed them in a Coffee House. Data sources included my journal, the students’ journals, documents, field notes, still photos, semi-structured interviews, and video evidence, allowing for triangulation. As a reflective practitioner, I analyzed data during the data collection period. I concluded that informal learning served as an effective way to allow students to explore musical creativity through songwriting. Students became agents of their own learning, constructing their own musical, social, and organizational understandings while transferring their formal knowledge into an informal context.

Understanding students’ perceptions and processes as they related to songwriting in the choral classroom has important implications for the field of choral music education. Teachers should consider informal learning and/or songwriting as a means to incorporating music creativity into choral classes. Choral directors should consider placing value on process over product at times, especially with regard to creativity in the classroom.