Pupils’ perceptions of informal learning in school music lessons

ABSTRACT

Music education has faced considerable challenges in trying to bridge the gap between music in young people’s lives and that taking place in the classroom. The ‘Musical Futures’ initiative aimed to devise new and imaginative ways of engaging young people, aged 11–19, in music activities through a process of informal learning based initially on popular music. This research aimed to explore pupils’ perceptions of the impact of adopting the Musical Futures approach on students’ learning and attainment. 671 students completed a questionnaire and 171 participated in focus group interviews to establish their perceptions of informal learning. The findings showed that the adoption of the Musical Futures approach enhanced student interest and confidence and increased their musical skills. Students appreciated the control that they had over their learning but some raised issues about working in groups and the level of support that teachers were able to offer.

KEYWORDS:

• Music
• education
• informal learning
• musical futures
• student perceptions
• popular music

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Susan Hallam studied at the Royal Academy of Music before becoming Principal Second Violin in the BBC Midland Light Orchestra and Deputy Leader of Orchestra da Camera. Following further study in psychology she became an academic. She is currently Emerita Professor of Education and Music Psychology at the Institute of Education, University of London. Her research interests are disaffection from school, behaviour, attendance, ability grouping, homework, learning and performance in music, issues relating to music education and the wider impact of music on other skills. She has published extensively in relation to music psychology and music education including Instrumental Teaching: A Practical Guide to Better Teaching and Learning (1998), The Power of Music (2001, 2014), Music Psychology in Education (2005), and Preparing for Success: A Practical Guide for Young Musicians (with Helena Gaunt, 2012). She is also co-editor of The Oxford Handbook of Psychology of Music (2009, 2016) and Music Education in the 21st Century in the United Kingdom. She was awarded an MBE for services to music education in 2015 and has been recognised by the International Society for Music Education and the British Psychology Society through honorary lifelong membership.

Andrea Creech is Professor of Music in Community at the University of Laval, Canada. Following an international career in music performance and teaching, Andrea was awarded a PhD in Psychology in Education from the Institute of Education, University of London. Since then she has led extensive funded research and published widely on topics concerned with musical learning and participation across the lifespan. She is a Senior Fellow of the U.K. Higher Education Academy and Graduate Member of the British Psychological Association. Andrea is coauthor of Active Ageing with Music: Wellbeing in the Third and Fourth Ages (2014) and coeditor of Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations (2010).

Dr Hilary McQueen is a lecturer on the post-compulsory Initial Teacher Education programmes at the UCL Institute of Education, London, and pathway leader for the part-time course. She is also an Open University lecturer on two psychology-related courses. Publications include Roles, Rights and Responsibilities in UK Education: Tensions and Inequalities (2014) and a number of journal articles about teaching and learning. In addition she is a music teacher and accompanist.

Additional information

Funding

This work was supported by Paul Hamlyn Foundation.