Group cooperation, inclusion and disaffected pupils: some responses to informal learning in the music classroom



Written version of RIME paper (GCID) for MER, Exeter 2007

24


Lines, D. (2005b) ‘Improvisation and cultural work in music and music education’.
Educational Philosophy and Theory, 37, 1.

Morgan, L., Hargreaves, D. & Joiner, R. (1997) ‘How do children make music?
Composition in small groups’.
Early Childhood Connections, Winter 1997/8,
15-21.

Rodriguez, C. (Ed) (2004) Bridging the Gap: Popular Music and Education, USA
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Stalhammer, B. (2006a) Musical Identities and Music Education,  Orebro,

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, Allyn and Bacon.

Tagg, P. (1998) ‘The Goteborg connection: lessons in the history and politics of
popular music education and research’.
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Vakeva, L. (2006) ‘Teaching popular music in Finland: what’s up, what’s ahead?’.
International Journal of Music Education, 24, 2.

Watkins, C. (2005) Classrooms as Learning Communities: What’s in it for Schools,
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Wiggins, J. (2006) ‘Compositional process in music’. In Bresler, L. (Ed),
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11 Scandinavian countries are probably the closest to employing similar approaches,
although of course within Scandinavia this differs from country to country and school
to school. See for example Vareka (2006), Faulkner (2003), Stalhammar (2006), Tagg
(1998) for discussions and information. There is a growing literature on popular
music and informal learning practices in relation to music education. For general
discussions see e.g. Rodriguez (2004), Lines (2005), or the special issues of the
journals,
Research Studies in Music Education 13 (1999), or International Journal of
Music Education
no. 36 (2000).

2 For discussions see e.g. Bennett and Dunne (1992), Slavin (1995), Bielaczyc and
Collins (2000), Kincheloe and Steinberg (1998), Watkins (2005); with relation to



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