Learning Accordion, an Informal Way: An

Autoethnographic Study of Informal and

Digital-Media-Based Learning

Sarah Humphreys
 ❖ “Informal Learning” was
constantly being discussed
in articles I was reading
What Inspired ➢ Only informal OR only
This Project? formal

❖ Informally trained vs.

formally trained musicians
➢ Is there a way to reconcile
this?
 What would happen if I, a
formally trained musician,
attempted to learn an instrument
informally?
 Guiding Questions
❖ What is it like for a learner who is highly enmeshed in “formal music learning”
to experience “informal music learning”?

❖ What digital resources might mediate my music learning?

❖ How does this informal music learning experience compare to my own formal
music learning experiences?

❖ What might this information mean for music teaching in learning both
individually and broadly?
Student centered (Clements, 2012, p. 3). “‘real’ for the student (Karlson &
Vakeva, 2012).”

Informal Learning

“running along separate tracks which may occasionally cross, but rarely
coincide to pursue a direction together (Green, 2002, p.184).”
 ❖ The role of the teacher

❖ Where does the

Criticisms informal fit?
❖ CAN the informal fit?
 ❖ Autoethnographic study
➢ Recorded practice/learning

My Research sessions
■ 30 minutes-1 hour
Process sessions throughout
the week
➢ Journaling/reflections
 The First Attempt
❖ *Autoethnographic study
❖ Tried too hard to bring the formal influence into the informal space
❖ Inconsistent practice
❖ Lack of motivation
 The Final Process
❖ *Autoethnographic study
❖ YouTube
❖ Used chord progressions and learned melodies by ear
❖ Learned my favorite songs
➢ More motivation
Findings
 Learning Songs vs Learning Technique
❖ Learning songs first rather technique was more beneficial
❖ I was able to enjoy the process more because it was music I like
❖ I was able to focus on technique after I had a foundation
❖ Learning songs first was more unstructured than learning technique
➢ I looked at chord sheets and learned the melody by ear
❖ I was more engaged throughout the process
 Where Do I Go From Here?
❖ Progress occurred only up to a certain point without guidance
❖ The process was not structured enough after this point
❖ “I find that my hands cannot work independently from each other and I am
struggling to find exercises to remedy it” (Journal entry; June, 2018)
➢ I needed a teacher to help guide me in the right direction
❖ “I feel very stuck in this whole process” (Journal entry; July, 2018).
❖
Reflections
 q ui red? Does e
s re very st
plan ning i ep need
to be d
m u ch efined?
How
How is the process being scaffolded as a whole?

Structured vs. Unstructured

Balance
 but The two
r … influenc
s either/o e each o
ther
y
o t alwa
N “running along separate tracks which may occasionally
O T H!
B cross, but rarely coincide to pursue a direction together
(Green, 2002, p.184).”

Formal vs. Informal

Formal IInformal
Spectrum
 ❖ Try to implement new
strategies or new
Call for Future
content!
Research
❖ Learn by ear!
❖ Collaborate!
❖ See what works!
 References
Bull, Glen; Thompson, Ann; Searson, Mike; Garofalo, Joe; Park, John; Young, Carl; Lee, John (2016). Connecting Informal and
Formal Learning Experiences in the Age of Participatory Media. Retrieved from:
http://www.citejournal.org/volume-8/issue-2-08/editorial/connecting-informal-and-formal-learning-experiences-in-the-age-of-par
ticipatory-media/

Cayari, C. (2011). The YouTube effect: How YouTube has provided new ways to consume, create, and share music. International
Journal of Education & the Arts, 12(6). Retrieved [date] from http://www.ijea.org/v12n6/.

Clements, A. C. (2012). Escaping the Classical Canon: Changing Methods through a Change of Paradigm. In Future Prospects for
Music Education(pp. 3-11). Newcastle, Tyne: Cambridge Scholars Publishing.

Delamont, Sara (2007). Arguments against autoethnography. Retrieved from:http://www.leeds.ac.uk/educol/documents/168227.htm

Folkestad, Goran (2006). Formal and informal learning situations or practices vs formal and informal ways of learning. Retrieved
from: https://paperpile.com/shared/7TrqFw
 References continued
Green, Lucy (2002). How Popular Musicians Learn. Farnham, Surrey: Ashgate Publishing Limited.

Green, Lucy (2008). Music, Informal Learning, and the School: A New Classroom Pedagogy. Aldershot, UK, and Burlington ,VT: Ashgate Publishing Limited.

Karlson, Sidsel; Vakeva, Lauri (2012). Future Prospects for Music Education: Corroborating Informal Learning Pedagogy. Retrieved from:
https://books.google.com/books?hl=en&lr=&id=JDgsBwAAQBAJ&oi=fnd&pg=PR5&dq=music+education+AND+informal+learning&ots=FYDb2vcffg&sig=7-kPKUH
UWbMAv4wdCC60u4t_8IY#v=onepage&q=music%20education%20AND%20informal%20learning&f=false

Kruse, B., Nathan (2013). Locating ‘The Road to Lisdoonvarna’ via autoethnography: Pathways, barriers, and detours in self-directed online music learning. Retrieved from
https://doc-0s-5k-docs.googleusercontent.com/docs/securesc/bf54r0k1t3leq4k950kvlen1vtfkckem/pgtu0a0jdvkosbq6plbaopirbdosa2od/1505217600000/0773417649719
8159191/08447296705494370806/0Byu9SkOUyTQgaTNXUVpQd0E5NmM?nonce=12bfr4rpaj3su&user=08447296705494370806&hash=6jhn890q3sqjv0jveehpm
7llnmaq0oin

Kruse, B., Nathan, Veblen, K. Kari (2012). Music teaching and learning online: Considering YouTube instructional videos. Retrieved from
https://doc-0k-5k-docs.googleusercontent.com/docs/securesc/bf54r0k1t3leq4k950kvlen1vtfkckem/htavdshk07hi4h9b52c8h0rf1k4f0o06/1505217600000/0773417649719815
9191/08447296705494370806/0Byu9SkOUyTQgTXhkT1gyQjFwVW8
 References continued
Rodriguez, Carlos Xavier (2009). Informal Learning in Music: Emerging Roles of Teachers and Students. Retrieved from: Rodriguez8_2.pdf

Schugurensky, Daniel (2000). The Forms of Informal Learning: Towards a Conceptualization of the Field. Retrieved from:
https://tspace.library.utoronto.ca/bitstream/1807/2733/2/19formsofinformal.pdf

Waldron, Janice (2013). User-generated content, YouTube and participatory culture on the Web: music learning and teaching in two contrasting online communities. Retrieved from
https://doc-08-5k-docs.googleusercontent.com/docs/securesc/bf54r0k1t3leq4k950kvlen1vtfkckem/dnikjd9ngogve18oupden0m4fj5l372j/1505217600000/0773417649719815
9191/08447
296705494370806/0Byu9SkOUyTQgUmNydFV2el90dnc

Waldron, Janice; Veblen, Kari (2009). Learning in a Celtic Community: An Exploration of Informal Music Learning and Adult Amateur Musicians. Retrieved from:
http://www.jstor.org/stable/pdf/40319320.pdf?refreqid=excelsior%3A5d2e21bcf64200d8bb149054aa1449e