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|Title: ||Informal learnings? Young people’s informal learning of music in Australian and British schools|
|Authors: ||Lill, Athena Louise|
|Issue Date: ||14-Aug-2015|
|Publisher: ||University of Sydney|
Sydney Conservatorium of Music
|Abstract: ||This study examines the informal music learning practices of young people in the UK and Australia. Using a theoretical framework drawn from childhood studies that prioritises the voices of young people, this collective case study design utilised ethnographic methods including video-recorded observation, semi-structured interviews, research conversations, and fieldnotes and sought to document the experiences of children and adolescents aged between 4 and 14. It presents a new way of conceptualising the informal learning of music based on the real-life experiences of young people, and proposes that it may be more fruitful to consider the term “informal learnings”, which acknowledges that multiple forms of informal learning can exist, and co-exist.
By examining some of the different spaces in which the informal learning of music occurs in schools, including the classroom, playground, and after-school clubs, this study found that the fundamental characteristics of informal learning manifest in different ways depending on context. Therefore, in order to compare multiple and disparate spaces and experiences, an analytical lens was devised through the meta-synthesis of 21 pertinent studies. Through a process of inductive coding which included the creation of open and axial codes and constant comparison of the 21 texts, nine key themes were identified which were subsequently arranged across three analytical dimensions: the Structural Dimension, the Playful Dimension, and the Musical Dimension. This analytical lens was then applied to the qualitative data gathered across the four field sites, one primary and one secondary school in England, and one primary and one secondary school in New South Wales.
Much of the current scholarship surrounding young people’s informal learning of music is underpinned by characteristics developed from the study of adult learning practices. However, the findings of this study suggest that the informal learning of children and adolescents is different from that of adults, and that young people’s experiences are ultimately characterised by decentralised structures, increased learner agency, and meaningful content that draws together intimate, local, and global contexts.|
|Type of Work: ||PhD Doctorate|
|Type of Publication: ||Doctor of Philosophy Ph.D.|
|Appears in Collections:||Sydney Digital Theses (Open Access)|
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|Lill A Doctoral Thesis 2015.pdf||Thesis||12.27 MB||Adobe PDF|
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