The Importance Of Informal Music Education

Each year, thousands of children around the world begin formal musical instrument learning. Ho, W. C. (2011, p. 8) Many Hong Kong parents want their children to learn musical instruments and take part in public examinations such as the ABRSM (footnotes 1) in the hope that this will bring them both happiness and success (Hiebert, 1993; Zhang, 2004). Their teachers might include all the constituent parts of a graded performance examination (Mills, 2007), and usually focused on reading and motor skills in their curriculum (Odam 1995, p.31). However, Hong Kong students were consumption and preferences for popular music (Ho, 2004, 2008). Green writes, “we can surmise that many children and young people who fail and drop out of formal music education,

The resulting teaching strategies and curriculum resources have been provided to teachers of Music Futures projects (http://www.musicalfutures.org.uk/) (Green 2001, 2008). According to Green's definition: (1) students choose music for themselves; (2) copy recordings with their ears; (3) self-directed and peer-directed learning with friends; (4) learning real-world pieces of music in a holistic way,(5) integrate listening, performance, improvisation and composition throughout the learning process (Mok 2017). In this sense, throught listening to recordings of their own favourite music and copying it by student's use of self-direction, peer teaching, and group learning (Green, 2008, Kastner, J. ,2014 & Allsup, 2003). This method can promote transformative music participation and affected music teachers, parents, and broader school community thinking about music learning (O’Neilll & Bespflug, 2011). Informal music learning is sucessful in school padagogy, whither it can also apply into individual instrumental teaching such as piano and gushing

The field of private music teachers may still be the source of traditional skills and knowledge of art music (Schippers2010, p. 97). Informal learning let pupils choose music for themselves (Kastner, J. ,2014 & Allsup, 2003) and learning practices informal learning could possibly enhance motivation and increase a range of musical skills (Green, 2008). For example, Vincent was fourteen piano student in a formal individual learning. He loved to play popular music and hated to practice excises of scale and appegio. His teacher let him play his favorite popular music within a part of his piano lesson. After two months, he knew scale and appegio playing can help him to play popular music better, so he played technique work hard in following