Lucy Green
Lucy Green' (born 1957)[1] is a Professor of Music Education at the UCL Institute of Education, UK. She had a key role in bringing the informal learning practices of popular, and other vernacular musicians to the attention of music-educators, thus transforming classroom practice (Cain 2013, Jaffurs 2004, ACT 2009, BJME 2010, VRME 2008).
Biography
Green studied music and education at Homerton College, University of Cambridge; then a Masters in Music and a Doctorate in Music Education at Sussex University. She taught the piano during her post-graduate studies and then became a school music teacher and Head of Music in secondary education. She joined the Institute of Education (now part of University College London) in 1990, where she taught on initial teacher education courses, masters and doctoral degrees. She has been Professor of Music Education there since 2004.
Professional work
Green led the Informal Learning Pathfinder of the UK project, Musical Futures which took central characteristics of informal music learning methods and adapted them to classroom environments. This change in teaching’ approaches resulted in a rise in student motivation (Hallam et al. 2008, Jeanneret et al. 2011, Wright 2011). Subsequently, she developed similar pedagogies for the specialist instrumental lesson.[2]
Her work is used in schools and teacher-training programmes in the UK, USA, Canada, Australia, Singapore, Brazil and other countries. (See: for the UK, Andrews 2013, Gower 2012, Hallam et al. 2008, Price 2005; for the USA, Abrahams et al. 2012, Jaffurs, 2004, Paparo 2013; for Canada, Wright 2011, 2012; for Australia, Jeanneret et al. 2011; and for elsewhere e.g. McPhail 2012.) Her work has also been influential in other areas of the sociology of music education, particularly concerning gender (Legg 2010, Bjorck 2011), musical meaning and ideology, and popular music pedagogy. Her publications have been translated into Spanish, Portuguese, German, Italian, Greek, Swedish, and Dutch.
Bibliography
- 2008, Music, Informal Learning and the School: A New Classroom Pedagogy, London and New York: Ashgate Press
- 2001/02, How Popular Musicians Learn: A Way Ahead For Music Education, London and New York: Ashgate Press (238 pp); ISBN 0 7546 0338 5 (hardback); issued in 2002 as paperback; re-printed 2003, 2005, 2008
- 1997, Music, Gender, Education, Cambridge University Press (282 pp), re-printed 2001, 2004, 2007
- 2001, published in Spanish as Musica, Género y Educación, Ediciones Morata, ISBN 84-7112-454-8
- 1988/2008, Music on Deaf Ears: Musical Meaning, Ideology and Education, Manchester and New York: Manchester University Press (165 pp), ISBN 0-7190-2647-4 (hb); re-printed as paperback, 1990; 2008,
- published in a revised second edition: Bury St. Edmunds: Abramis Publishing
- 2011, (editor) Learning, Teaching and Musical Identity: Voices Across Cultures, Bloomington: Indiana University Press. ISBN 9780253000880.
References
- Journal special issues on Green's work
- ACT Special issue (2009), Action, Criticism and Theory in Music Education, on Lucy Green’s book, Music, Informal Learning and the School, Vol. 8, no. 2, [3] ISSN 1545-4517
- BJME Special issue (2010), Special Issue on informal learning and Higher Education in music, British Journal of Music Education, Vol. 27, no. 1, ISSN 0265-0517
- VRME Special issue (2008), Visions of Research in Music Education, Vol, 12: Beyond Lucy Green: Operationalizing Theories of Informal Music Learning, Panel Presentation, American Educational Research Association Conference 2008, New York, NY, 4
- Other citations
- Andrews, Kathryn (2013) ‘Standing “on our own two feet”: a comparison of teacher-directed and group learning in an extra-curricular instrumental group’, British Journal of Music Education, CJO 2012 [5]
- Abrahams, Frank, Abrahams, Dan, Rafaniello, Anthony, Vodicka, Jason, Westawski, David, Wilson, John (2011) ‘Going Green: the application of informal music learning strategies in high school choral and instrumental ensembles’, [6]
- Björck, Cecilia (2011) 'Freedom, Constraint, or Both? Readings on Popular Music and Gender', Action, Criticism and theory in Music Education, [7]
- Cain, Tim (2013) '"Passing it on": beyond formal or informal pedagogy', Music Education Research, Vol. 15, no. 1, pp. 74–91
- Gower, Anna (2012) ‘Integrating informal learning approaches into the formal learning environment of mainstream secondary schools in England’, British Journal of Music Education, Vol. 29, no. 1, pp. 13–18
- Hallam, Susan, Creech, Andrea, Sandford, Clare, Rinta, Tiija and Shave, Katherine (2008) Survey of Musical Futures: A Report from Institute of Education University of London, Paul Hamlyn Foundation
- Jaffurs, S. E. (2004) ‘The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band’, International Journal of Music Education, Vol. 22, no. 3, pp. 189 –200
- Jeanneret, Neryl, McLennan, Rebecca and Stevens-Ballenger, Jennifer (2011) Musical Futures: An Australian Perspective: Findings from a Victorian Pilot Study, University of Melbourne, [8]
- Legg, Robert (2010) 'One equal music': an exploration of gender perceptions and the fair assessment by beginning music teachers of musical compositions, Music Education Research 12 (2), 141-159
- McPhail, Graham (2012) ‘Knowledge and the curriculum: music as a case study in educational futures’ New Zealand Journal of Educational Studies, Vol. 47, no. 1, pp. 33–45
- Paparo, Stephen A. (2013) 'The Accafellows: exploring the music making and culture of a collegiate a cappella ensember', Music Education Research, Vol. 15, no. 1, pp. 19–38
- Price, David. (2006) Personalising Music Learning, London, Paul Hamlyn Foundation
- Wright, Ruth (2011) ‘Musical Futures: a new approach to music education’, Canadian Music Educator, Vol. 53, no. 2, pp. 19–21
- Wright, Ruth (2012) ‘Tuning into the future: sharing initial insights about the 2012 Musical Futures Pilot Project in Ontario’, Canadian Music Educator, Vol. 53, no. 4, pp. 14–18
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