The  Impact  of  Informal  music  learning  practices  in  the  classroom  

Jaffurs,  S.  E.  (2004).  The  impact  of  informal  music  learning  practices  in  the  classroom,  or  how  I  
learned  how  to  teach  from  a  garage  band.  International  Journal  of  Music  Education,  22(3),  189–
200.  https://doi.org/10.1177/0255761404047401  
 
  This  article  talks  a  lot  about  newer  contemporary  methods  of  music  learning,  focusing  
more  on  popular  music,  and  how  these  musicians  learn.  I  think  this  can  be  useful  because  in  
learning  more  engaging  pedagogy,  I  need  to  learn  to  make  the  learning  more  student  centered.  
This  article  focuses  on  a  style  of  music  learning  that  is  more  appealing  to  students.  They  are  
learning  in  a  way  that  lets  them  work  on  the  kinds  of  music  that  they  are  interested  in.  
 
 
Cognitive  and  Social  Constructivism  
Eds.a.ebscohost.com.  (2018).  COGNITIVE  AND  SOCIAL  CONSTRUCTIVISM:  DEVELOPING  TOOLS  
FOR  AN  i  EFFECTIVE  CL...:  Books,  Articles,  &  More....  [online]  Available  at:  
https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=1c7375a4-­‐693d-­‐498b-­‐a78f-­‐
44215992e7f3%40sdc-­‐v-­‐sessmgr05  [Accessed  9  Nov.  2018].  
 
https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=1c7375a4-­‐693d-­‐498b-­‐a78f-­‐
44215992e7f3%40sdc-­‐v-­‐sessmgr05  
   
This  article  talks  primarily  about  social  constructivism  in  education.  While  it  doesn’t  talk  
about  music  education,  it  talks  about  the  basis  of  social  constructivism,  stemming  from  the  
works  of  Piaget  and  Vygotsky.  I  think  this  will  be  a  useful  tool  in  learning  about  social  
constructivism,  so  that  I  can  make  bridges  into  music  education  from  there.  
 
Remixing  the  Classroom  
Allsup,  R.  E.  (2016).  Remixing  the  Classroom:  Toward  an  Open  Philosophy  of  Music  Education.  
Bloomington:  Indiana  University  Press.  
 
  This  is  a  book  that  I  have  gotten  familiar  with  over  the  past  couple  of  semesters,  and  I  
think  it  will  be  a  great  help  to  me  with  this  project.  I  am  particularly  interested  in  the  section  
about  the  master  mentor  relationships,  because  in  the  general  music  settings  especially  in  
elementary  levels,  the  dynamic  between  student  and  learner  is  different  than  other  levels,  due  
to  the  exploratory  nature  of  elementary  general  music.  
 
 
What  is  the  Relationship  between  social  constructivism  and  Piagetian  constructivism?  
N.  Marin  ,  A.  Benarroch  &  E.  Jimenez  Gomez  (2000)  What  is  the  relationship    
between  social  constructivism  and  Piagetian  constructivism?  An  analysis  of  the  characteristics    
of  the  ideas  within  both  theories,  International  Journal  of  Science  Education,  22:3,  225-­‐238,  
DOI:  10.1080/095006900289840  
 
 This  is  another  article  that  doesn’t  necessarily  relate  to  music  education  in  particular,  
but  I  was  doing  research  on  social  constructivism  and  I  kept  seeing  Piaget’s  name  come  up  and  
then  I  found  out  that  he  had  his  own  constructivist  theory,  and  then  I  found  this  article  
comparing  the  two.  This  article  has  been  incredibly  helpful  in  learning  about  constructivism  and  
how  it  relates  to  education  through  focusing  on  the  learner,  something  that  I  am  focusing  on  in  
my  research.  
 

“Modern  Band”  as  school  music:  A  case  study    

Byo,  J.  L.  (2018).  “Modern  Band”  as  school  music:  A  case  study.  International  Journal  of  Music  
Education,  36(2),  259–269.

Like  the  first  article  I  cited,  this  article  talks  about  modern  ensembles  for  music  learning.  This  is  
a  great  way  to  get  students  engaged  in  learning,  because  they  are  learning  music  that  they  are  
interested  in.  Now  this  can’t  translate  directly  to  elementary  music  ed,  as  the  study  focuses  on  
high  school  age  students  and  the  musical  experience  levels  are  lower  with  these  elementary  
level  students,  but  I  think  it  creates  a  great  framework  for  other  ways  of  teaching  music.  The  
general  idea  of  teaching  the  students  in  a  way  that  is  meaningful  to  them.  

A  Brave  New  World:  Theory  to  Practice  in  Participatory  Culture  and  Music  Learning  and  
Teaching  

Waldron,  J.,  Mantie,  R.,  Partti,  H.,  &  Tobias,  E.  S.  (2017).  A  brave  new  world:  Theory  to  
practice  in  participatory  culture  and  music  learning  and  teaching.  Music  Education  
Research,  1-­‐‑16.  doi:10.1080/14613808.2017.1339027

  Article  will  be  very  helpful  to  me  for  a  couple  of  reasons.  First  of  all,  since  we  have  
previously  studied  this  article,  I  am  very  familiar  with  it,  and  am  more  comfortable  with  the  
information,  giving  me  a  good  starting  point  to  link  it  to  social  constructivism.  Secondly,  I  see  a  
lot  of  overlap  in  the  ideas  of  Participatory  Music  making  and  social  constructivism  in  the  area  of  
focusing  on  the  learner  and  the  experience  they  have,  so  I  think  it  will  be  interesting  to  further  
explore  this.  

Crossfading music education: Connections between secondary students’ in- and out-of-
school music experience

Tobias,  E.  S.  (2015).  Crossfading  music  education:  Connections  between  secondary  students’  in-­  
and  out-­of-­school  music  experience.  International  Journal  of  Music  Education,  33(1),  18–35.
   Again,  this  isn’t  an  article  that  is  directly  about  elementary  music  education,  but  I  think  
it  can  be  used  to  talk  about  making  music  education  more  relevant  for  elementary  general  
music  students.  Even  in  elementary  school,  students  have  preferences  when  it  comes  to  music,  
so  I  think  a  large  part  of  creating  an  experience  for  them  that  they  will  be  fully  engaged  in  
comes  from  finding  out  about  their  preferences  and  building  off  of  that.  

Formal  and  informal  learning  situations  or  practices  vs  formal  and  informal  ways  of  learning    

Folkestad, G. (2006). Formal and informal learning situations or practices vs formal and informal
ways of learning. British Journal of Music Education, 23(2), 135-145.

  This  article  was  very  interesting,  it  talked  about  ways  of  learning  that  I  hadn’t  thought  
about  before.  It  broke  down  learning  styles  by  the  way  it  is  taught  to  them  and  the  situation  
they  are  in  when  it  is  taught.  This  focused  on  the  difference  between  being  exposed  to  
something  and  learning  about  it  and  being  taught  something.  I’m  not  exactly  putting  this  right,  
but  that  is  the  gist  of  the  article.  I  think  that  I  will  be  able  to  tie  this  in  well  with  exploration  in  
music  education,  and  making  the  focus  on  the  learner.