How Popular Musicians Learn A Way Ahead for Music Education by Lucy Green

Popular musicians acquire some or all of their skills and knowledge informally, outside school or university, and with little help from trained instrumental teachers. How do they go about this process? Despite the fact that popular music has recently entered formal music education, we have as yet a limited understanding of the learning practices adopted by its musicians. Nor do we know why so many popular musicians in the past turned away from music education, or how young popular musicians today are responding to it.

Drawing on a series of interviews with musicians aged between fifteen and fifty, Lucy Green explores the nature of pop musicians' informal learning practices, attitudes and values, the extent to which these altered over the last forty years, and the experiences of the musicians in formal music education. Through a comparison of the characteristics of informal pop music learning with those of more formal music education, the book offers insights into how we might re-invigorate the musical involvement of the population. Could the creation of a teaching culture that recognizes and rewards aural imitation, improvisation and experimentation, as well as commitment and passion, encourage more people to make music?

"This book is very practical and straightforward. All the chapters have clear explanations and great suggested exercises that are easy to follow and will build skills quickly. The Jyrki Tenni - Ralph Abelein opus fills a real void in the instructional book market and can be useful for private lessons and group instruction as well as independent study. Highly recommended!"

• Frank Carlberg

Pianist/composer, New England Conservatory, Boston

Feedback from a piano teacher:

"Having been a piano teacher for 30 years and understanding the fact that there was this 'missing subject', I fully expected other teachers to be excited about having the material organized for them. Any of the following could be the reason:

1. Students are not asked to provide acc. for a melody as part of the formal examinations.
2. Most teachers have not been trained in this area and are sometimes intimidated. (Or feel it is below their dignity!)
3. Teacher could be concerned about the student surpassing them in that area.
4. Not enough time at the lesson. (Most likely would find time if given marks at the exam!)
5. By opening the door the teacher could lose the student to the classics"

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This article is written by Jyrki Tenni.Find more information at:https://www.youtube.com/channel/UcoqjLNvaH2e-qbf2DO2GbWA