Informal in formal: The relationship of informal and formal learning in popular and jazz music master workshops in conservatoires

Abstract

The present article will examine informal learning in popular and jazz music education in Finland and evaluate it as a part of formal upper secondary vocational musicians’ training, which is typically teacher directed. It is not necessarily the best model of working in popular and jazz music learning, which has traditionally benefitted from learning in informal playing situations. This article examines workshops which were implemented as joint efforts with professional musicians. The adoption of this model is proposed for realizing informal learning in the field. This kind of approach is quite new in music education, and the research on the theme is still scarce. The findings of present research show that in workshops there appears multi-level learning which develops musicianship. Music schools and institutions should recognize the potential of informal learning, and the teachers should develop learning environments which can benefit from it. The choice of music to be played, learning from playing experiences, and the evaluation of learning outcomes are to a great extent within students’ responsibilities. Carrying them out requires responsible and initiative action, problem-solving skills, communication skills, and readiness to reflect experiences.