Remodelling Musical Arts Education: An Outside Classroom Evolution Analysis

Abstract

This study explores informal self-directed musical pedagogies in South Africa. Under apartheid, education policies were intentionally designed to marginalise people of African descent, and the enduring effects of these policies continue to influence the structure and accessibility of music education today. Contemporary national music curricula are under scrutiny for lacking innovation, cultural inclusivity, and the sustainable development of indigenous musical traditions. In contrast, there has been a significant rise in autodidactic musical practices, particularly among youth, who are creating successful, locally rooted popular music on global platforms. The study employs an exploratory qualitative methodology, utilising thematic content analysis of academic literature, digital media sources, and semi-structured interviews with five self-taught South African musicians. Framed by Music Mediation Theory, which posits that music serves as a transformative tool that fosters social cohesion and community welfare, the study examines the role of self-directed learning in addressing gaps in formal music education. Findings reveal that informal learning spaces mediated through community, family, and digital tools are the primary sites of musical growth, innovation, and identity formation for many South African youths. The convergence of institutional and informal learning methods offers valuable insights into how music education can adapt to sociopolitical, cultural, and technological shifts.