Informal Learning Processes in an Elementary Music Classroom

The purpose of this study was to describe the nature of the learning and teaching processes that emerged in an elementary music setting in which popular music and informal learning processes were salient components of the pedagogical approach. Initial research questions focused on the ways in which children engage in learning popular music in a general music setting and the pedagogical approaches used by the teacher in support of the children's use of informal learning processes. Participants in this action research study were 24 nine- and ten-year old students in one fourth-grade class. Data were gathered using multiple ethnographic techniques including video and audio recording, field notes, and multiple interviews. A narrative discussion describes the informal processes that the children used in order to cover a popular song of their choice. Working with popular music fostered immediate engagement and escalated the emotional connection to the music, which was paramount to the children. Performing meaningful music uncovered musical identity, propelled performance agency, and promoted social consciousness.