Student perceptions of informal learning experiences in instrumental music ensembles: a phenomenology

Abstract

As music educators search for ways to engage their students in musical practice that is culturally and socially relevant, the use of informal music practices as a means of instruction is gaining popularity. The purpose of this research was to understand the perspectives of adolescent music students as they engaged in informal music learning experiences within the context of their school music ensembles. Specifically, the research examined to what extent participation in informal learning contexts impact student practice, musical achievement, the quality of students’ experiences in their school music ensemble, and students’ self-perceptions. Data included participant journal entries, video and audio taped rehearsals, semi-structured interviews with students and teachers, field notes, and pre- and post-project questionnaires. The researcher found that students who were actively engaged within informal learning contexts developed new strategies for music learning, and students perceived that they gained greater confidence in their ability to learn independently, recognized benefits from collaborations with peers, were more thorough in their practice and became more productive in their school ensembles. The researcher recommends that teachers situate learning contexts in ways that encourage student ownership over aspects of their learning, develop students’ communication skills, and enhance students’ awareness of the skills that they possess.