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Hallam, Susan Creech, Andrea and McQueen, Hilary 2017. Can the adoption of informal approaches to learning music in school music lessons promote musical progression?. British Journal of Music Education, Vol. 34, Issue. 02, p. 127.
Mok, Annie O. 2017. Informal learning: A lived experience in a university musicianship class. British Journal of Music Education, Vol. 34, Issue. 02, p. 169.
Kenny, Ailbhe 2017. Beginning a journey with music education: Voices from pre-service primary teachers. Music Education Research, Vol. 19, Issue. 2, p. 111.
Hallam, Susan Creech, Andrea and McQueen, Hilary 2017. What impact does teaching music informally in the classroom have on teachers, and their pedagogy?. Music Education Research, Vol. 19, Issue. 1, p. 42.
Hallam, Susan Creech, Andrea and McQueen, Hilary 2017. Teachers’ perceptions of the impact on students of the Musical Futures approach. Music Education Research, Vol. 19, Issue. 3, p. 263.
Dakon, Jacob M. and Cloete, Elene 2017. The Violet experience: Social interaction through eclectic music learning practices. British Journal of Music Education, p. 1.
Costes-Onishi, Pamela 2016. Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students. British Journal of Music Education, Vol. 33, Issue. 03, p. 309.
Isbell, Daniel S. 2016. Apprehensive and Excited. Journal of Music Teacher Education, Vol. 25, Issue. 3, p. 27.
Virkkula, Esa 2016. Communities of practice in the conservatory: learning with a professional musician. British Journal of Music Education, Vol. 33, Issue. 01, p. 27.
Baker, David and Green, Lucy 2016. Perceptions of schooling, pedagogy and notation in the lives of visually-impaired musicians. Research Studies in Music Education, Vol. 38, Issue. 2, p. 193.
Bronkhorst, Larike H. and Akkerman, Sanne F. 2016. At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review, Vol. 19, p. 18.
McPhail, Graham J. 2016. Music on the move: methodological applications of Bernstein’s concepts in a secondary school music context. British Journal of Sociology of Education, Vol. 37, Issue. 8, p. 1147.
Hallam, Susan Creech, Andrea and McQueen, Hilary 2016. Pupils’ perceptions of informal learning in school music lessons. Music Education Research, p. 1.
Hallam, Susan Creech, Andrea and McQueen, Hilary 2016. The perceptions of non music staff and senior management of the impact of the implementation of the Musical Futures approach on the whole school. British Journal of Music Education, Vol. 33, Issue. 02, p. 133.
McPhail, Graham 2016. A ‘fourth moment’ for music education? A response to Chris Philpott's sociological critique of music curriculum change. British Journal of Music Education, Vol. 33, Issue. 01, p. 43.
Griffin, Shelley M. and Ismailos, Linda 2015. A Dialogue of Necessity. Update: Applications of Research in Music Education, Vol. 34, Issue. 1, p. 24.
Evans, Siân E. Beauchamp, Gary and John, Vivienne 2015. Learners' experience and perceptions of informal learning in Key Stage 3 music: a collective case study, exploring the implementation ofMusical Futuresin three secondary schools in Wales. Music Education Research, Vol. 17, Issue. 1, p. 1.
Kenny, Ailbhe Finneran, Michael and Mitchell, Eamonn 2015. Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity. Teaching and Teacher Education, Vol. 49, p. 159.
Abramo, Joseph Michael and Austin, Stephen C. 2014. The trumpet metaphor: A narrative of a teacher’s mid-career pedagogical change from formal to informal learning practices. Research Studies in Music Education, Vol. 36, Issue. 1, p. 57.
McPhail, Graham John 2014. The right to enhancement: students talking about music knowledge in the secondary curriculum. The Curriculum Journal, Vol. 25, Issue. 3, p. 306.
How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to Informal Learning and Pedagogy (ILP) in English music education and some attendant issues surrounding initial teacher education. The second will report on some approaches to developing a meta-pedagogy for ILP in music, before speculating on future areas for research in music ITE. The concepts of ‘living’ and ‘excavating’ learning will be proposed as important meta-pedagogical tools in the process of student teachers learning how to teach music.
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