“Everyone Has a Voice”: Informal Learning in Student-Led Collegiate A Cappella Ensembles

Abstract

Recent increases in the popularity of contemporary a cappella ensembles, especially at the collegiate level, may provide new opportunities to explore the informal and nonformal musical learning experiences available to 21st-century students. The purpose of this research was to investigate music learning in four student-run collegiate a cappella ensembles through a collective case study. Results indicated that these ensembles exhibited characteristics of nonformal learning, in which the learning environment is highly structured and intentional but institutional influence is reduced The ensembles functioned in a highly democratic manner, and students felt that they had more input and control over their musical experiences than in parallel institution-sponsored ensembles. Members were also able to take on a diverse array of musical roles and to develop musical competencies beyond those used for performance. In contrast, however, members indicated that these ensembles may not provide strong opportunities to develop fundamental vocal skills or musical knowledge. Implications for formal music education programs are discussed.

“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project

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Performance Practice in a Pandemic: Training Ensemble Skills Using E-Tivities in Music Teacher Education

“…At the same time, the authors affirmed the educational effects including advantages for personal improvement like listeners' perceptions, which do not depend on ensemble size or repertoire difficulty (Silveira and Silvey, 2020). Also, these effects spread far beyond the school classroom; a variety of people's cohorts who participate in music ensembles indicated benefits of non-formal learning for developing musical competencies (Haning, 2019).…”

Preservice Music Educators’ Preparedness, Self-Efficacy, and Commitment to Incorporate Popular Music

“…Numerous researchers have explored the value of incorporating popular music in music classrooms, suggesting that it has the potential to foster an inclusive and meaningful learning environment by connecting students' in-and out-of-school musical experiences (Allsup, 2003;Cremata, 2017;Davis & Blair, 2011;Jones, 2015;Mantie, 2013;Pendergast & Robinson, 2020;Smith et al, 2018;West & Cremata, 2016). Moreover, emphasizing collaborative learning (Gramm, 2021;Lebler, 2007Lebler, , 2008, engaging popular music through informal music learning approaches can promote learner-centered musical experiences (Randles, 2018;Vasil, 2019), cultivate student autonomy (Green, 2002(Green, , 2008Haning, 2019;Pendergast & Robinson, 2020;West & Cremata, 2016), and independent musicianship (Jones, 2015;Kastner, 2014).…”