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

Music plays. 14:50

-I’ve heard you singing before.

-I have.

-You have?

-Yeah, at (inaudible) party on Saturday night.

-Oh God, that was awful.

15:30 Music plays; playing along and talking (about the music)
continue.

-Turn it up for a second.

The drumming is getting completely out of time and random.

-Everyone, why don’t we all, like sing it?

Track stops.

-Shall we try again, maybe without the drum this time? (Laughter)

-(Drummer says) Sorry!

Here they are in the next lesson, again without a teacher, rehearsing for a performance
to the rest of the class. One girl, who says ‘Right shall we start then?’ seems to be
leading the group. At one point there is a disagreement between two girls:

Music plays on the CD; inaudible talk; someone is hitting drum sticks
together, then a cymbal.

-Right, right shall we start then?

-I have to go (inaudible), ‘cause I have to (inaudible as drum is being played
loudly).

Music plays on CD, keyboard and drums.

-It’s just you should be doing it by yourself.

-This bit? I haven’t worked it out yet.

Music continues, then someone switches the CD off and playing stops.

-Sorry, it’s just you’re doing it by yourself until you hear the drums.

-I have a message from Charlie on my phone.

-Saying what?

Music starts up again, CD and instruments playing.

-I have to do that bit though, der, der, der, der.

-Right. Wait until it comes though.

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