Veblen, K. K. (2018). Adult music learning in formal, nonformal and informal contexts. In G. McPherson & G. Welsh (Eds.). Special Needs, Community Music, and Adult Learning: An Oxford Handbook of Music Education, Vol 4. Pp. 243-256. London: Oxford University Press. ISBN-10: 019067444X/ ISBN-13: 978-0190674441

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Informal learning can be categorized at incidental learning: it is a style of learning that diverges from regular teaching practices. Rather, it involves exploration and experimentation of ones instrument, and being self-taught without any prior knowledge. I think I would exercise informal learning if I decided to pursue music education and teach an elementary music class. This is because I think it is important for younger kids to explore music on their own terms, and grow by learning incidentally. They are not regimented to a certain pedagogy, but rather develop musical skills such as listening and communicating/verbalizing their thoughts on music.

Non-formal learning is an independent and self-directed study of music, with deliberate practicing that is not strictly regulate. It is often used by adult musicians outside of school. I think that I will largely learn through a non-formal learning style in the future, as I teach students and perform in an orchestra. I hope to be a violist in the TSO, where I would be required to practice independently and learn repertoire by relying on skills I have been taught. However, it would be entirely self-regulated.

Formal learning is the most “typical” form of learning, wherein a student is taught based on methodologies such as the elements: they learn at a steady and structured pace. This includes weekly lessons with private instructors and structured learning methods. One way I would take this approach to music is if I were a private teacher (either for the piano or viola). I would like to educate my students with a pedagogical approach, such as studying the RCM levels. This varies from my approach in group settings because the student and parents probably expect a more structured and guided approach to music if they are paying for my instruction. I would have them progress through the RCM levels, or another preferred teaching system, and have them move up consistently. I would also teach them the theoretical components of music: theory, history, etc.