EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION
In o mal Lea ning In P ospec i e Music Teache s. A Case S udy
Au ho (s):Alejand a Pacheco (p esen ing)
Con e ence:ECER 2016, Leading Educa ion: The Dis inc Con ibu ions o Educa ional Resea ch and Resea che s
Ne wo k:29. Resea ch on A s Educa ion
Fo ma :Pape
Session In o ma ion
29 SES 03, Case S udies in Music Educa ion
Pape Session
Time:2016-08-23
17:15-18:45
Room:NM- J114
Chai :João Cos a
Con ibu ion
In o mal Lea ning In P ospec i e Music Teache s. A Case S udy
Since he in oduc ion o he changes in he Spanish Uni e si y mo i a ed by he EHEA, ha led o a gene al change o he
o me Uni e si y s udy plans, he aining o p ospec music eache s has changed subs an ially o e he p e ious
cu iculum. O e all, i has shi ed om a h ee-yea aining specifically o ien ed o music educa ion, o a ou -yea bachelo
deg ee in P ima y Educa ion, in which only he las cou se is a specializa ion in music educa ion. I we add ha in gene al no
specific p io music knowledge is equi ed o a end his expe ise, i is clea ha he condi ions unde which hese u u e
music eache s a e p epa ed a e mo e complex han a ew yea s ago. Fo his eason, i is necessa y o de elop new
s a egies in o de o ge he maximum pe o mance o he s uden s. One o hese s a egies is he appeal o hei o mal
and non- o mal p io lea ning.
The concep o o mal, non- o mal and in o mal lea ning, as defined by Roge s (1996), assumes ha o mal lea ning would
be no mally associa ed wi h he academic en i onmen , whe e lea ning ha akes place in a class oom, while non- o mal
lea ning akes place in diffe en o ms, such as music schools and p i a e lessons. Besides, i has no p e ious design, and
usually does no end wi h a ce ifica e o final assessmen . Finally, in o mal lea nings would be hose build up om he
subjec ’s expe iences, beyond any academic se ing. F om he ea ly yea s o his cen u y we a e wi nessing a simplifica ion
o hese h ee a eas in o wo, he o mal and in o mal lea ning (Jaffu s, 2004, p. 190).
W igh and Kanellopoulos (2010, pp. 72-73) define o mal lea ning “as ha which occu s in a adi ional pedagogic
en i onmen whe e cla i y o goals and p ocedu es a e clea ly defined in ad ance and whe e lea ning esul s in ce ifica ion
o assessmen . Non- o mal lea ning occu s ou side adi ional lea ning en i onmen s, is no he esul o delibe a ion and
does no no mally esul in ce ifica ion”. W igh and Kanellopoulos (2010, p. 73) conclude ha in o mal lea ning may be
unde s ood as a delibe a e a emp o imme se in si ua ions o non- o mal lea ning, and esul s in he c ea ion o non-
adi ional lea ning en i onmen s, combining in e ac i e and sel - egula o y p ocesses. Folks ead (2006, p. 141), in u n,
defines a o mal lea ning si ua ion as one in which he ac i i y is p eplanned. The one who pe o ms his planning does no
need o be a eache in he s ic sense, bu can also be an o ganize o g oup membe , as he di ec o o a musical g oup.
The esul s o in o mal lea ning a e no planned in ad ance, and he p ocess is de eloped h ough he in e ac ion o he
pa icipan s. In bo h si ua ions he, a en ion should be paid o ou a iables: loca ion, s yle o lea ning, esponsibili y o
decisions, and in en ionali y.
The use o eaching s a egies de i ed om in o mal lea ning in he music class oom has had an impo an ele ance since
he s udies o Lucy G een (2002, 2009), and a conside able numbe o esea che s in es iga e since hen he possibili ies o
applica ion a diffe en educa ion le els. Th ough hese wo ks, a se ies o me hodological s a egies de i ed om in o mal
lea ning has been gi en shape, so i can be applied in academic eaching en i onmen s (G een, 2009).
The aim o ou s udy is o de e mine he expe ience in in o mal lea ning en i onmen s o he s uden s a he Bachelo
Deg ee in P ima y Educa ion om he Uni e si y o Se ille. In addi ion, h ough he inco po a ion o me hodological
s a egies de i ed om in o mal lea ning in he class oom eaching, we seeks o in es iga e how hese s uden s pe cei e
and de elop hose s a egies, and hei a i ude owa d hem.
Me hod
The cu en pape is a case s udy based on a quali a i e me hodology.
Fi s ly, a ques ionnai e was applied o s uden s o 4 h cou se o P ima y Educa ion Bachelo Deg ee om he Uni e si y o
Se illa (n = 22), wi hin he special y o Musical Educa ion. The objec i e was o de e mine he expe ience o s uden s in
o mal and in o mal lea ning en i onmen s, h ough closed ques ions and an open ques ion whe e s uden s had o w i e a
musical au obiog aphy.
Th ough his ques ionnai e h ee main p ofiles we e de e mined: S uden s coming om o mal lea ning, in o mal lea ning,
and mixed en i onmen s.
Wi hin each p ofile wo s uden s we e selec ed, who we e moni o ed h ough an specific class oom obse a ion, and ook
pa in he esea ch as s udy cases. Fo wo mon hs in he Ins umen al P ac ice lessons, hey expe ienced a se ies o
me hodological app oaches, including eaching s a egies esul ing om he applica ion o in o mal lea ning in music.
Th ough his di ec obse a ion i was de e mined o wha ex en hei p ofile affec ed he success in he asks o be done in
he class oom. The me hodological s a egies de eloped esponded o he guidelines pu o wa d by G een (2009):
-Musicians choose he music hey wan o play. I is music hey al eady know and unde s and, and o wha hey eel
connec ed.
-The main esou ce is playing he music hey know by ea .
-Lea ning akes place alone o in a g oup o iends. I is a pee lea ning, in which hey a e sel -di ec ed and manage
hemsel es. Knowledge is acqui ed consciously o unconsciously h ough lis ening, obse a ion, imi a ion and dialogue. No
supe ision and guidance o an adul is equi ed.
-Knowledge is acqui ed by chance, in a holis ic way.
-The e is a deep in eg a ion o lis ening, pe o mance, imp o isa ion and composi ion.
Finally, a final ques ionnai e was applied o all subjec s, and a semi-s uc u ed in e iew o he six s udy cases was
pe o med. The objec i e was o de e mine he deg ee o gene al achie emen in he asks ela ed o he in oduc ion o
me hodological s a egies de i ed om in o mal lea ning, and o analyze, in he six cases unde s udy, he esul s he eo .
Da a we e analyzed using specific quali a i e analysis so wa e (A las- i 7).
Expec ed Ou comes
Ini ially, he expec ed esul o he s udy was ha s uden s would be dis ibu ed mo e o less equally be ween hose coming
om o mal and in o mal lea ning en i onmen s. Finally, he e appea ed a hi d p ofile ha included s uden s who had
ecei ed hei p e ious aining in academic en i onmen s, bu who demons a ed skills belonging o in o mal lea ning
en i onmen s. This hi d g oup was he one ha showed mos dispa i y h oughou he s udy in i s accep ance o he
me hodological p oposals de eloped in he class oom, since hey had o accep ha bo h lea ning en i onmen s we e no
eally so a away.
The g oup o s uden s coming om in o mal lea ning en i onmen s was he one who mos helped he o mal lea ning
s uden s o in eg a e and de elop new lea ning skills. Thei pa icipa ion, in his sense, esponded o he s a emen s o co-
lea ning, sel -making and holis ic lea ning, which had been enuncia ed by G een (2009).
Finally, in he g oup o s uden s coming om o mal lea ning en i onmen s, he esul s we e mixed. O he wo cases unde
s udy wi hin his p ofile, one esponded e y well o he me hodological p oposals de eloped, aking ad an age o his
p e ious educa ion and inco po a ing he new lea ning skills. The second case, howe e , was unable o accep he in o mal
lea ning p oposals, and he assimila ion deg ee o he skills de eloped h ough hem was i ele an .
The esul s o his s udy show, on one hand, he eal dimension o diffe en lea ning en i onmen s among he s uden s
en e ing he P ima y Educa ion wi h majo in Music Educa ion in he Spanish Uni e si y. Mo eo e , i also shows he a i udes
o s uden s owa ds me hodological p oposals a om he usual academic ones, and hei p edisposi ion owa d de eloping
skills ela ed o c ea i i y, decision making o co-lea ning. Resul s should guide he implemen a ion o hese in o mal
lea ning s a egies in he nea u u e in he uni e si y music class oom, and hei capaci y o imp o e p ospec music
eache s aining.
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Au ho In o ma ion
Alejand a Pacheco (p esen ing)
Uni e si y o Se illa
Didác ica de la Exp esión Musical y Plás ica
Se illa