Informal Music Learning Processes: The Role of the Educator

The term informal music learning refers to the processes through which individuals develop musical skills without the structured and direct guidance of an educator (Folkestad, 2006; Green, 2008). According to the literature, the integration of informal music learning processes into school education is proposed as an approach that balances educational objectives with students' interests while ensuring a connection with youth culture (Kastner, 2014; Folkestad, 2006; Green, 2008; Papazachariou-Christoforou, 2023). Research related to informal music learning focuses on its implementation in diverse educational and social settings. Initially, studies concentrated on its application in secondary education, examining its connection with the practices employed by popular musicians (Green, 2008). More recent studies, however, have expanded this analysis to primary education, exploring the potential and benefits of its implementation among younger students (Papazachariou-Christoforou, 2023). Despite the growing research interest, the literature remains limited concerning the role of the educator and the challenges they encounter when implementing informal music learning processes in the school environment (Kastner, 2014; Vasil, 2019).

It is evident that the role of the educator is not diminished but rather evolves, expands, and is redefined within different pedagogical approaches. The educator’s academic training, experience, and professional maturity are crucial factors that contribute to their ability to assume a flexible, interactive, and meaningful role in the learning process (Papazachariou-Christoforou, 2023). Acting as a facilitator of learning, the educator adapts instructional strategies that enhance students' autonomy, foster their creative expression, and respond to their individualized learning needs. In doing so, they create an educational environment that promotes active participation and musical development (Green, 2008; Papazachariou-Christoforou, 2023).

The present study investigates the role of the educator in the implementation of informal music learning processes, as well as the challenges that emerge when integrating them into primary education. Within the framework of this presentation, I will analyze my personal experiences as a music educator in Cyprus, focusing on how I incorporate informal music learning processes in the classroom, the challenges I face, and the strategies I develop to implement them effectively. Additionally, this study will examine the extent to which the Music Curriculum in Cyprus supports or restricts the adoption of this approach. Through this analysis, the research aims to highlight the pedagogical potential of informal music learning processes and propose ways to strengthen educators' roles in their implementation.

Keywords: informal music learning, educator’s role, challenges, implementation strategies

• Historical and cultural perspectives and contemporary educational practices
• Meaningful musical experiences
• Lifelong learning for music educators

Anna Zinga is a music educator in Primary Education in Cyprus with 15 years of teaching experience. She is a PhD candidate at the European University Cyprus, in the Department of Education Sciences, and has earned postgraduate degrees in MA in Education and MMus in Music Education. Her research interests focus on informal music learning processes in primary education, the role of the educator in music learning, and the integration of technology in music teaching.

Maria Papazachariou-Christoforou, Ph.D., is Assistant Professor in Music Education and Pedagogy at the Department of Education Sciences, European University Cyprus. Her research focuses in the sociological dimensions of music pedagogy and musical identities, early childhood music education, musical parenting, and informal music learning practices. She is the founder and director of the LifeLong Music Engagement Research Unit, SosciEAtH, serves on the board of the EuNetMERYC, and she is a member of the Editorial Board of the International Journal of Music in Early Childhood (Intellect). She has expertise in Edwin Gordon's Music Learning Theory and is an active member of the GIML. Her research activities include collaboration with other academic institutions through the Erasmus+ programme and other initiatives. Dr. Papazachariou-Christoforou has presented research papers at numerous international conferences and has published extensively in peer-reviewed journals and conference proceedings.