This article explores the perceived disconnect between informal and formal musical knowledge, through a focused case study which aligned students’ informal knowledge with aspects of the formal curriculum. The upper high school or senior secondary student participants had a background in the creation and performance of popular and contemporary music, and already possessed well-developed informal and aural-based learning skills. Using a latter phase of Green’s (2008) informal learning research as a starting point, the students completed two written tasks: a scoring or transcription exercise, and an analysis report using the music “elements” or “concepts” framework of the syllabus. Legitimation Code Theory (LCT), was utilised in the theoretical appraisal of themes emerging from the study. Employing one LCT dimension known as Semantics, which explores the context-dependence and complexity of knowledge, a range of knowledge types were observed. These made visible points of connection and disconnection between the students’ informal knowledge and the formal knowledge required to complete the tasks. The study highlights the limitations of informal knowledge as a sole basis for formal knowledge construction, but equally unveils points of connection between the two, important in informing teacher facilitation, and, much needed in curriculum reform.

中文翻译：

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看到看不见的东西：理论上非正式音乐和正式音乐知识之间的联系

本文通过一个针对性的案例研究，探讨了非正式音乐知识和正式音乐知识之间的脱节之处，该研究使学生的非正式知识与正式课程的各个方面保持一致。高中或高中生参加者在流行音乐和当代音乐的创作和表演方面具有背景，并且已经具备发达的非正式和基于听觉的学习技能。以格林（2008）的非正式学习研究的后期为起点，学生完成了两项书面任务：评分或转录练习，以及使用课程提纲中的“元素”或“概念”音乐进行分析的报告。合法性代码理论（LCT）被用于研究主题的理论评估。采用一种称为语义学的LCT维度，它探索了知识的上下文相关性和复杂性，观察到了一系列知识类型。这些使学生的非正式知识与完成任务所需的形式知识之间的连接点和断开点可见。该研究突出了非正式知识作为形式知识构建的唯一基础的局限性，但同样揭示了两者之间的联系点，这对告知教师便利化非常重要，并且在课程改革中非常需要。