- What Should the Music Education Profession Expect of Philosophy?
- Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences
- Voicing <i>Imbas:</i> Performing a Philosophy of Music Education
- Philosophy of Music Education as Art of Life: A Deweyan View
- Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental
- Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound
- The Grain of the Music: Does Music Education “Mean” Something in Japan?
- Musical Education: From Identity to Becoming
- Teaching Practices in Persian Art Music
- Understanding Music’s Therapeutic Efficacy: Implications for Music Education
- The Impossible Profession
- Education in Latin American Music Schools: A Philosophical Perspective
- Must Music Education Have an Aim?
- Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education
- Ethical Dimensions of School-Based Music Education
- Engaging Student Ownership of Musical Ideas
- Understanding Music as the Philosophical Focus of Music Education
- Musical Heuristics: Contributions to the Understanding of Musical Creative Processes
- Nurturing the Songcatchers: Philosophical Issues in the Teaching of Music Composition
- Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education
- Good for What, Good for Whom?: Decolonizing Music Education Philosophies
- Place, Music Education, and the Practice and Pedagogy of Philosophy
- On Informalities in Music Education
- Music Education for “All My Relations”
- But Is It Philosophy?
Abstract and Keywords
This article proposes a pluralistic and comparative view of informalities in music education. After critically examining issues surrounding the definition of informality, it describes and critiques informality as a metaphorical model of music education, and discusses how formality and informality intersect in this model. The discussion then sketches a contrasting manifestation of informality in the context of connectivity, another metaphorical model of music education, and notes the implications of these differing informalities for music education theory and practice.
Estelle R. Jorgensen is Professor of Music at the Jacobs School of Music, Indiana University, Bloomington, where she teaches courses in the foundations of music education. She serves as editor for Philosophy of Music Education Review, general editor for Counterpoints: Music and Education series at Indiana University Press, is the founding chair of the Philosophy Special Research Interest Group of MENC—the National Association for Music Education, and is the founding cochair of the International Society for the Philosophy of Music Education. She is the author of In Search of Music Education (University of Illinois Press, 1997), Transforming Music Education (Indiana University Press, 2003), The Art of Teaching Music (Indiana University Press, 2008), the Pictures of Music Education (Indiana University Press, 2011), and is a frequent contributor to leading research journals in music education internationally.
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