Formal, informal, and non-formal learning as analytic categories for research in music education

Abstract

Using a deductive approach, this article explores how synthesizing existing theoretical frameworks—UNESCO’s domains of education encompassing formal, informal, and nonformal learning, Folkestad’s dimensions of learning (the situation, learning style, ownership, and intentionality), and Green’s characterizations of informal learning—can enhance our understanding of students’ experiences of music-making across diverse contexts. It explores previous theoretical perspectives and empirical research on music education across these domains, incorporating a global perspective and discussing the varied interpretations of “non-formal” learning. The article highlights how a continuum between formal and informal learning is challenged by more fluid and nuanced understandings presented here. Drawing on empirical material from an ongoing study in Norwegian upper secondary schools, this work demonstrates the practical implications of a nuanced approach to understanding music learning contexts. Observations and interviews from collaborative learning settings offer insights into the interconnectedness of formal, informal, and non-formal learning domains. By offering a critical examination and synthesis of existing theoretical perspectives, this article contributes to broadening the discourse on music education. It underscores the need for a comprehensive approach to research and education practices that fully acknowledges the complexity of learning experiences across various contexts.