Abstract
Recent increases in the popularity of contemporary a cappella ensembles, especially at the collegiate level, may provide new opportunities to explore the informal and nonformal musical learning experiences available to 21st-century students. The purpose of this research was to investigate music learning in four student-run collegiate a cappella ensembles through a collective case study. Results indicated that these ensembles exhibited characteristics of nonformal learning, in which the learning environment is highly structured and intentional but institutional influence is reduced The ensembles functioned in a highly democratic manner, and students felt that they had more input and control over their musical experiences than in parallel institution-sponsored ensembles. Members were also able to take on a diverse array of musical roles and to develop musical competencies beyond those used for performance. In contrast, however, members indicated that these ensembles may not provide strong opportunities to develop fundamental vocal skills or musical knowledge. Implications for formal music education programs are discussed.
