Dr. Anna Mariguddi’s new book, “Informal Learning in Music Education: Exploring Theory in Practice,” details how blending informal methods with traditional teaching enhances student outcomes in school music programs. Music Mark reported the information regarding this research, which analyzed case studies from secondary schools in England alongside interviews with educators in primary schools and international contexts.
The study found that students gain increased agency, resilience, inclusion, accessibility, and collaboration when educators facilitate informal learning within the classroom. However, the research also noted challenges for teachers, including heightened professional risk, resource shortages, and disruptions caused by the pandemic. Mariguddi observed that while the Musical Futures approach helped translate theory into practice, many educators now utilize a blended pedagogical model rather than strict informal learning alone.
Drawing from her experience as a former secondary teacher, Mariguddi highlighted how incorporating popular music improved student motivation compared to when she reproduced the formal practice she experienced as a learner. The book proposes a new framework termed “a pedagogy of formal-informal equilibrium” to better reflect current classroom realities. These findings offer specific implications for policy-makers and music educators seeking to sustain balanced approaches that prioritize authenticity and inclusion in their curriculum delivery.
For more information, visit musicmark.org.uk.