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Journal of Popular Music Education最新文献

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Climate-conscious popular music education: Theory and practice 气候意识流行音乐教育:理论与实践
Journal of Popular Music Education Pub Date : 2022-11-01 DOI: 10.1386/jpme_00098_1
Linus Eusterbrock
{"title":"Climate-conscious popular music education: Theory and practice","authors":"Linus Eusterbrock","doi":"10.1386/jpme_00098_1","DOIUrl":"https://doi.org/10.1386/jpme_00098_1","url":null,"abstract":"Given popular music’s impact and its tradition in environmental activism, popular music education seems suited to contribute to a societal transformation towards sustainability in which the arts are increasingly considered to play an important role. The article proposes goals and methods of a climate-conscious popular music education, illustrated with examples from the author’s experience in music education. Drawing from and adding to eco-literate music pedagogy and activist music education, the article suggests that a climate-conscious popular music education should include: reducing the carbon footprint of educational practices; cultivating ecological consciousness, i.e. a connection to and appreciation of local nature; understanding climate change as a complex issue of intergenerational and global justice; using the specific potential of music to help overcome barriers to climate action, in particular its sensory, imaginative, creative, emotional, expressive and communal character.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133832500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘It’s dynamite!’: The role of popular music and the home–school connection in the special music education classroom “这是炸药!:流行音乐与家校联系在特殊音乐教育课堂中的作用
Journal of Popular Music Education Pub Date : 2022-11-01 DOI: 10.1386/jpme_00094_1
Sarah Perry
{"title":"‘It’s dynamite!’: The role of popular music and the home–school connection in the special music education classroom","authors":"Sarah Perry","doi":"10.1386/jpme_00094_1","DOIUrl":"https://doi.org/10.1386/jpme_00094_1","url":null,"abstract":"When teaching children with disabilities, the home–school music connection can be the key to keeping our students engaged and motivated while increasing students’ self-regulation and positive interactions with peers. This article aims to shed light on classroom experiences with popular music of two third-grade students with sensory processing disorder and on how ‘music sharing turns’ influenced their overall engagement and ability to self-regulate in music classes. Music sharing turns, a weekly music ‘show and tell’, provided opportunities to bring popular music and activities they enjoy at home into the classroom. The results show that the participants were easily engaged and experienced greater self-regulation and awareness of others during music sharing turns. Music sharing turns also provided a predictable environment for peer interaction with opportunities to take on leadership roles within the classroom while remaining open-ended in a way participants could make their own.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116127343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rockstar teaching: Blended informal music learning in an elementary ukulele club 摇滚明星教学:在小学四弦琴俱乐部中混合非正式音乐学习
Journal of Popular Music Education Pub Date : 2022-11-01 DOI: 10.1386/jpme_00097_1
Jacqueline J. R. Secoy, Raychl Smith
{"title":"Rockstar teaching: Blended informal music learning in an elementary ukulele club","authors":"Jacqueline J. R. Secoy, Raychl Smith","doi":"10.1386/jpme_00097_1","DOIUrl":"https://doi.org/10.1386/jpme_00097_1","url":null,"abstract":"The purpose of this case study was to examine the phenomenon of informal music learning in an elementary school ukulele club. Research questions were: (1) How does a master teacher use informal music learning in an elementary ukulele club? (2) What teacher behaviours and characteristics facilitate informal music learning in an elementary ukulele club? Participants in the study were 60 students in an elementary ukulele club and their music teacher. Data were analysed using a priori themes from Lucy Green’s five components of informal music learning. The researchers found that elementary students were free to develop leadership, ownership and fearless musicianship because a master teacher utilized blended learning approaches. The teacher created an environment that encouraged musical noodling, and while the room was often loud, the space gave students the ability to play and learn while the teacher had opportunities to coach and facilitate musical skill development.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127726812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Curriculum and assessment in popular music education 流行音乐教育的课程设置与评价
Journal of Popular Music Education Pub Date : 2022-11-01 DOI: 10.1386/jpme_00096_1
Daniel S. Isbell
{"title":"Curriculum and assessment in popular music education","authors":"Daniel S. Isbell","doi":"10.1386/jpme_00096_1","DOIUrl":"https://doi.org/10.1386/jpme_00096_1","url":null,"abstract":"In this article, I examine how curriculum and assessment in popular music can be organized and delivered in valid and authentic ways in both school and university settings. This discussion focuses on how popular musicians learn, what they do as independent musicians on a regular basis and how this is contrasted with traditional models of music instruction and assessment in schools. I describe the three stages of backward curricular design and address formative, summative and negotiated assessments in detail. This discussion is supported with examples of assessment tools currently being used in selected popular music programmes in diverse school settings around the world.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"2008 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125606098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
#SaveTheAmazon: Promoting global competence and making bridges in the middle school music classroom #拯救亚马逊:促进全球竞争力，在中学音乐课堂上架起桥梁
Journal of Popular Music Education Pub Date : 2022-11-01 DOI: 10.1386/jpme_00099_1
Luiz Claudio Barcellos, Rebecca Wade-Chung
{"title":"#SaveTheAmazon: Promoting global competence and making bridges in the middle school music classroom","authors":"Luiz Claudio Barcellos, Rebecca Wade-Chung","doi":"10.1386/jpme_00099_1","DOIUrl":"https://doi.org/10.1386/jpme_00099_1","url":null,"abstract":"This article offers an overview of a semester-long general music class unit in an international middle school. Due to international schools’ transient nature, students come from various backgrounds, and many do not have formal musical training. Using samba and popular music as a base for the unit, students developed critical awareness and explored socio-ecological issues in sustainability, resource consumption and environmentally friendly education about the Amazon rainforest. This action research will discuss the teaching strategies used in the classroom to promote student-led learning, problem-solving and collective music-making in times of hybrid learning and physical constraints due to the COVID-19 pandemic. Initially, students studied rhythms and developed musicianship while using popular music repertoire. Subsequently, students investigated the impact of deforestation in the Amazon basin and how it may affect the world. Finally, they learned about activism in art and were encouraged to take action through songwriting and social media, developing critical awareness and global competence.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130090882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Who’s aloud* to have fun? On covers and identity crossing1 谁大声说要找乐子?关于封面和身份交叉
Journal of Popular Music Education Pub Date : 2022-11-01 DOI: 10.1386/jpme_00095_1
J. Abramo
{"title":"Who’s aloud* to have fun? On covers and identity crossing1","authors":"J. Abramo","doi":"10.1386/jpme_00095_1","DOIUrl":"https://doi.org/10.1386/jpme_00095_1","url":null,"abstract":"Music educators regularly employ covers – or the performance of a version of a song previously performed or recorded by an artist – to learn and teach popular music. While covers might be an effective strategy towards music learning, issues of social justice become present when these covers cross genre and identity boundaries. How are educators and musicians to approach covers that enact these ethically perilous terrains? In this action-research and autoethnography-inspired study, I look at my cover of the song ‘Girls Just Want to Have Fun’ (), performed by Cyndi Lauper in 1983. I explore the ethical aspects of me – a White male – aiming to perform this feminist anthem. Using a framework of strategic anti-essentialism, I suggest that covers can be a uniquely musical way to create solidarity by crossing identity boundaries in ways not available through language. This might become a framework for judging covers that cross identity and genre boundaries. I conclude with implications for music education practice as well as research, including using strategic anti-essentialism to structure discussion in the classroom.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134284018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Claiming feminist performance spaces within Brazilian música popular: The poetic promenade Dita Curva 声称女权主义的表演空间在巴西música流行:诗意的长廊Dita曲线
Journal of Popular Music Education Pub Date : 2022-07-01 DOI: 10.1386/jpme_00088_1
Juliana Cantarelli Vita
{"title":"Claiming feminist performance spaces within Brazilian música popular: The poetic promenade Dita Curva","authors":"Juliana Cantarelli Vita","doi":"10.1386/jpme_00088_1","DOIUrl":"https://doi.org/10.1386/jpme_00088_1","url":null,"abstract":"A twofold ethnographic examination, this article gathers narrative accounts from a particular group of women who coalesced in 2017 on the coastal city of the Brazilian north-east, Recife. Described as a ‘poetic promenade’ between women songwriters and poets, ‘A Dita Curva’ came, indeed, as a poetic response during a wave of strong conservatism in Brazil. Three questions summarize the inquiries brought forward in this article: In which ways are the ditas questioning gender performativity within gender roles? How do they adapt and adopt feminist creative processes? How can these processes be applied to formal settings of music education? The article also situates Brazilian popular music within the country’s different regions as an attempt to challenge global notions of what Brazilian popular music constitutes. In this article, the term ‘women’ relate to persons self-identified as such, independently of how they were assigned at birth; analyses of behaviours of women are not linked to biology but to societal contexts, and gender is understood as neither binary, static nor fixed. Lastly, the discussion of gender is one seen through the lens of intersectionality, meaning that analyses of gender, race and class do not happen in an isolated manner but as inseparable categories. To write about the dita curvas is, in a way, to write about me. I share in many ways their existence within popular music and this field. I was born and raised in the same city where they have convened, and as a female artist and creator myself I have encountered similar barriers they have sought to identify and rebel against.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131645040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘She’s an expert on the harmonica’: Women, stage shows and harmonica playing “她是口琴专家”:女人、舞台表演和口琴演奏
Journal of Popular Music Education Pub Date : 2022-07-01 DOI: 10.1386/jpme_00086_1
Carol Rena Shansky
{"title":"‘She’s an expert on the harmonica’: Women, stage shows and harmonica playing","authors":"Carol Rena Shansky","doi":"10.1386/jpme_00086_1","DOIUrl":"https://doi.org/10.1386/jpme_00086_1","url":null,"abstract":"Female solo harmonica players began to be more commonly heard on stages and radio in the United States in the 1920s–30s. While still a male-dominated arena, several women soloists, male–female duos or women’s groups were featured performers in vaudeville, but also the ‘variety’ or ‘stage shows’ entertainment that emerged as vaudeville declined. Stage shows as well as acts that appeared as a prelude to movies at movie houses took on the air of a more ‘middle-class-friendly’ source of entertainment where women began to find a foothold and developed a reputation as solid performers. This article profiles three of these: The Ingenues, ‘Babe’ Didrickson and Mildred Mulcay. This article begins to fill in the gap of our understanding of the activities and impact of female performers of popular music in the decades before the Second World War.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126714584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Becoming and being a DJ: Black female experiences in Ireland 成为DJ和成为DJ:爱尔兰黑人女性的经历
Journal of Popular Music Education Pub Date : 2022-07-01 DOI: 10.1386/jpme_00087_1
A. Kenny
{"title":"Becoming and being a DJ: Black female experiences in Ireland","authors":"A. Kenny","doi":"10.1386/jpme_00087_1","DOIUrl":"https://doi.org/10.1386/jpme_00087_1","url":null,"abstract":"This article seeks to gain insights into the musical learning journeys of Black female DJs in Ireland who make up part of the African diaspora and/or Black and Irish community. The DJs’ intersectional and multiple identities are discussed with a view to uncovering how such identities are both fashioned and perceived; projected and silenced; negotiated and dictated. The article presents macro-themes of learning and identity to examine issues relating to music in the home, musical influences, learning processes, in-/non-/formal education and cross-cutting issues relating to gender and ethnicity. These issues are contextually and personally bound, yet speak to the broader complexities, cultures and politics of representation in a male-dominated field. Data are analysed from interviews, media publications and broadcasts to trace three women’s DJ trajectories. Their voices are amplified in literal and metaphorical senses to expand the limited portrayals of their experiences and practices within popular music (education) scholarship.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131288452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating STEM with Music: Units, Lessons, and Adaptations for K–12, Shawna Longo and Zachary Gates (2021) 整合STEM与音乐:单位，课程，并适应K-12，肖娜·朗戈和扎卡里·盖茨(2021)
Journal of Popular Music Education Pub Date : 2022-07-01 DOI: 10.1386/jpme_00091_5
Graham Johnson, A. Moldavan
{"title":"Integrating STEM with Music: Units, Lessons, and Adaptations for K–12, Shawna Longo and Zachary Gates (2021)","authors":"Graham Johnson, A. Moldavan","doi":"10.1386/jpme_00091_5","DOIUrl":"https://doi.org/10.1386/jpme_00091_5","url":null,"abstract":"Review of: Integrating STEM with Music: Units, Lessons, and Adaptations for K–12, Shawna Longo and Zachary Gates (2021)\u0000New York: Oxford University Press, 224 pp.,\u0000ISBN 978-0-19754-677-2, p/bk, $29.95","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133863819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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