Informal music learning, pioneered by Green (2002, 2006, 2017), presents an alternative approach that integrates students’ interests in popular music, bridging the informal and traditional styles of Western music education in schools. We conducted a scoping review adhering to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to investigate informal music learning. Our scoping review encompasses 28 empirical, peer-reviewed articles published from 2006 to 2023. First, we analyse the diverse contexts, methodologies and geographic locations in which informal music learning has been investigated. Second, we explore how different stakeholders perceive and engage with informal music learning in various educational settings. Lastly, we summarise the implications derived from the analysed studies on informal music learning. Our findings reveal that across various educational contexts, informal music learning has consistently demonstrated its positive impact in motivating students. We also find that researchers have extended their investigations from programme reform to exploring pupil and teacher’s musical identities. Recommendations for future research include exploring informal music learning in ensembles and elementary music classrooms and employing quantitative or mixed methods to assess its effectiveness and impact.

中文翻译：

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非正式音乐学习实证研究的范围审查


非正式音乐学习由格林（2002、2006、2017）首创，提出了一种融合学生对流行音乐兴趣的替代方法，在学校中弥合了西方音乐教育的非正式和传统风格。我们根据 PRISMA（系统评价和元分析的首选报告项目）指南进行了范围界定审查，以调查非正式音乐学习。我们的范围审查涵盖 2006 年至 2023 年发表的 28 篇实证、同行评审文章。首先，我们分析了调查非正式音乐学习的不同背景、方法和地理位置。其次，我们探讨不同的利益相关者如何看待和参与各种教育环境中的非正式音乐学习。最后，我们总结了非正式音乐学习分析研究的启示。我们的研究结果表明，在各种教育背景下，非正式音乐学习始终表现出其对激励学生的积极影响。我们还发现研究人员已将他们的调查从项目改革扩展到探索学生和教师的音乐身份。对未来研究的建议包括探索合奏团和基础音乐课堂中的非正式音乐学习，并采用定量或混合方法来评估其有效性和影响。