Using a deductive approach, this article explores how synthesizing existing theoretical frameworks—UNESCO’s domains of education encompassing formal, informal, and nonformal learning, Folkestad’s dimensions of learning (the situation, learning style, ownership, and intentionality), and Green’s characterizations of informal learning—can enhance our understanding of students’ experiences of music-making across diverse contexts. It explores previous theoretical perspectives and empirical research on music education across these domains, incorporating a global perspective and discussing the varied interpretations of “non-formal” learning. The article highlights how a continuum between formal and informal learning is challenged by more fluid and nuanced understandings presented here. Drawing on empirical material from an ongoing study in Norwegian upper secondary schools, this work demonstrates the practical implications of a nuanced approach to understanding music learning contexts. Observations and interviews from collaborative learning settings offer insights into the interconnectedness of formal, informal, and non-formal learning domains. By offering a critical examination and synthesis of existing theoretical perspectives, this article contributes to broadening the discourse on music education. It underscores the need for a comprehensive approach to research and education practices that fully acknowledges the complexity of learning experiences across various contexts.

中文翻译：

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正式、非正式和非正式学习作为音乐教育研究的分析类别

本文采用演绎方法，探讨了如何综合现有的理论框架——联合国教科文组织的教育领域，包括正式、非正式和非正式学习，福克斯斯塔德的学习维度（情境、学习风格、所有权和意向性）以及格林对非正式学习的描述——可以增强我们对学生在不同背景下的音乐创作经历的理解。它探讨了先前关于这些领域的音乐教育的理论观点和实证研究，纳入全球视角并讨论了对“非正规”学习的不同解释。本文强调了正式和非正式学习之间的连续性如何受到此处提出的更流畅和细致的理解的挑战。这项工作借鉴了挪威高中正在进行的一项研究的经验材料，展示了理解音乐学习环境的细致入微方法的实际意义。来自协作学习环境的观察和访谈提供了对正式、非正式和非正式学习领域相互关联性的见解。通过对现有理论观点进行批判性检验和综合，本文有助于拓宽音乐教育的讨论。它强调需要采取全面的研究和教育实践方法，充分认识到不同背景下学习经历的复杂性。