ABSTRACT
The generic conceptualizations of different approaches to learning are summarised by P. Werquin as located on a continuum, with the concepts of "formal" and "informal" learning at opposite poles and "non-formal" learning located between the two. Within the subsets of "informal" learning outlined in D. Bennett's model, there is recognition that the characterization of an informal learning situation might flow freely from one subset to another as learning takes place. At a general level it is possible to encapsulate the basic characteristics of informal music learning which would likely be present across many, if not most, contexts. More common within our broad definition of informal learning is playing along simultaneously with music. The informal learning processes discussed so far are typical across a range of contexts involving novice learners, but many of them continue to be used by those who go on to become advanced musicians.
