Rethinking music education: pop and rock as pedagogical bridges between formal and informal learning

Modernizing secondary music curricula has expanded the inclusion of diverse musical genres, but it has also revealed persistent tensions between canonical repertoires and students’ contemporary musical practices. Traditionally centered on classical music, formal education often remains disconnected from the informal musical cultures that shape adolescents’ identities. To address this gap, this study conducts a PRISMA-ScR scoping review of literature from Web of Science, Scopus, ERIC, and Dialnet, identifying 17 relevant studies. The analysis is structured around four dimensions: pedagogical implementation, student engagement, teacher roles, and educational outcomes. Findings indicate recurring tensions between students’ musical experiences and formal music education, particularly in relation to repertoire, curriculum, and pedagogical practices. The reviewed literature suggests that pop and rock may contribute to connecting formal and informal musical experiences, although their inclusion does not necessarily entail changes in teaching practices. The synthesis highlights the interrelationship between repertoire, pedagogy, teacher roles, and students’ musical experiences, suggesting that the educational integration of popular music depends not only on what music is included but also on how it is incorporated into classroom practice.