Musical identity, pedagogy, and creative dispositions: Exploring the experiences of popular musicians during their postgraduate teacher education in a changing Welsh education landscape

IF 1.3 N/A MUSIC

Research Studies in Music Education Pub Date : 2024-04-18 DOI:10.1177/1321103x241241980

Vivienne John, Gary Beauchamp, Dan Davies, Thomas Breeze

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Abstract

Much has been written on the different learning paths of classical and popular musicians and the view that popular musicians can be marginalized within the musical hegemony. Adopting Lucas, Claxton, and Spencer’s creative dispositions model, this article explores the extent to which this might occur when popular musicians learn to become secondary classroom music teachers. Data were collected through a series of semi-structured interviews from three popular musicians on a Post-Graduate Certificate of Education (PGCE) Secondary Music program. Utilizing a qualitative approach, the findings suggest that popular musicians innately demonstrate imaginative, inquisitive, and collaborative creative musical capacities. However, learning to teach seems to significantly impact their pedagogic identity as they experience underlying performativity cultures and hierarchical relationships in schools. This article considers the risks associated with undervaluing the creative dispositions of popular musician teachers, including minimizing their potential to reconceptualize pedagogic expertise at a time of significant education reform in Wales.

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音乐身份、教学法和创造性倾向：在不断变化的威尔士教育环境中探索流行音乐家在研究生师范教育期间的经历

关于古典音乐家和通俗音乐家的不同学习路径，以及通俗音乐家可能在音乐霸权中被边缘化的观点，已有很多论述。本文采用卢卡斯、克莱克斯顿和斯宾塞的创造性倾向模式，探讨了流行音乐家在学习成为中学音乐教师时可能出现的边缘化现象。本文通过一系列半结构式访谈收集数据，访谈对象是参加研究生教育证书（PGCE）中学音乐课程的三位流行音乐家。利用定性方法，研究结果表明，流行音乐家天生具有想象力、探究力和协作创造音乐的能力。然而，由于他们在学校中经历了潜在的表演文化和等级关系，学习教学似乎对他们的教学身份产生了重大影响。本文探讨了低估流行音乐家教师的创造性倾向所带来的风险，包括在威尔士进行重大教育改革之际，最大限度地降低他们重新认识教学专业知识的潜力。

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来源期刊

Research Studies in Music Education MUSIC-

CiteScore

3.00

自引率

37.50%

发文量

期刊介绍： Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.

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