This article explores the informal and formal learning experiences of 20 activist-musicians. Multiple activist-musicians utilized the informal learning strategies Green identifies. More than half of the participants, however, bemoaned the lack of more formal music education. They noted that they valued informal musical learning practices and also wished that they had experienced more of a balance between formal and informal music learning strategies in their music education. Many of the participants identified as being self-taught. In interviews, they shared ideas about teaching themselves and “figuring things out” musically. They discussed both wanting to move away from theory and needing theory. They further preferred a structured approach to education before moving to a more “free” pedagogy. Ultimately, they noted that the human relationships intrinsic to musicking may transcend the need for “training.” This article concludes by exploring implications of implementing a balance between formal and informal learning for K-12 schooling and teacher education.

中文翻译：

---

寻找“两者兼而有之”：平衡非正式和正式的音乐学习

本文探讨了 20 位激进音乐家的非正式和正式学习经历。多位激进音乐家利用了格林确定的非正式学习策略。然而，超过一半的参与者对缺乏更正规的音乐教育感到遗憾。他们指出，他们重视非正式的音乐学习实践，也希望他们在音乐教育中能够在正式和非正式的音乐学习策略之间取得更多的平衡。许多参与者认为是自学成才。在采访中，他们分享了关于自学和在音乐上“解决问题”的想法。他们讨论了想要远离理论和需要理论。在转向更“免费”的教学法之前，他们更喜欢结构化的教育方法。最终，他们指出，音乐所固有的人际关系可能超越了“训练”的需要。本文最后探讨了在 K-12 学校教育和教师教育中实现正式和非正式学习之间平衡的意义。