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Journal of Popular Music Education最新文献

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Towards a pedagogy of deviance 走向偏离的教育学
Journal of Popular Music Education Pub Date : 2019-12-01 DOI: 10.1386/jpme_00005_1
Myrtle D. Millares
{"title":"Towards a pedagogy of deviance","authors":"Myrtle D. Millares","doi":"10.1386/jpme_00005_1","DOIUrl":"https://doi.org/10.1386/jpme_00005_1","url":null,"abstract":"This article engages the narratives of three Toronto hip-hop artists to explore the pedagogical possibilities revealed through the processes of performance identity construction. By immersing themselves in hip-hop communities, artists learn ways of knowing and negotiating their place at the interstices of the normative frameworks that underlie their unique combinations of cultural contexts. Artists’ stories reveal how they bring themselves into being through movement and sound. These narrations of identity become indicative of an artist’s style through performative iterations embedded with the opportunity for enacting difference. For hip-hop artists, deviating from performative expectations is not a mere possibility, but formative intention in the tradition of the African American practice of Signifyin(g), as delineated by Henry Louis Gates, Jr. Conversations with hip-hop artists invite reflection on what we could accomplish through a music education pedagogy that cultivates creative deviancy that reveals, breaks open and overturns limiting conventions.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115815417","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
The judges’ decision is final: Judgement in music talent reality TV and school music education 评委们的决定是最终的:音乐人才真人秀和学校音乐教育的评判
Journal of Popular Music Education Pub Date : 2019-12-01 DOI: 10.1386/jpme_00003_1
Alison Butler
{"title":"The judges’ decision is final: Judgement in music talent reality TV and school music education","authors":"Alison Butler","doi":"10.1386/jpme_00003_1","DOIUrl":"https://doi.org/10.1386/jpme_00003_1","url":null,"abstract":"This article explores music talent reality television (RTV) and conceptualizes it as a site of music education. It also considers whether music talent RTV might magnify sociocultural traits that are less easily detected in other sites of music education. A considerable body of research has developed around RTV, notably from the fields of sociology, media studies, cultural studies and women’s studies. These scholars frequently draw on Bourdieu’s concepts of habitus and capital to analyse participant and audience engagements with the genre. Judgement is central to these discussions, particularly in the subgenre of music talent RTV, with several authors showing how taste and distinction are influenced by habitus. Reviewing the RTV literature highlights how certain musics and musicking experiences are judged, and how such judgement can devalue the musical experiences of those young people who are least likely to access school music education. This raises questions for further study about music talent RTV’s relationship with school music education, and for the study of music talent RTV as a music education setting in its own right, but it also highlights themes that warrant consideration in school music education sites, where judgements and their impacts on access and participation are often disguised or unquestioned.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132824348","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: 2
Practical approaches to including popular music in the secondary ensemble 在二级合奏中加入流行音乐的实用方法
Journal of Popular Music Education Pub Date : 2019-12-01 DOI: 10.1386/jpme_00008_1
Kristine Musgrove
{"title":"Practical approaches to including popular music in the secondary ensemble","authors":"Kristine Musgrove","doi":"10.1386/jpme_00008_1","DOIUrl":"https://doi.org/10.1386/jpme_00008_1","url":null,"abstract":"This article offers guidelines to secondary music ensemble directors who are interested in incorporating informal approaches common to popular music making within their ensemble. The approaches provided utilize listening, improvisation, arranging, composition and collaboration in order to incorporate popular music learning. The examples discussed are specific strategies and methods which can be used by secondary music ensemble directors as entry points into popular music making activities. Strategies and methods presented place focus on approaching popular music making from the students’ musical interest and experiences promoting student-led learning.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114453196","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: 1
CanRock classroom: Two pre-service teachers’ experiences of a popular music pedagogy course in Canada CanRock课堂:两位职前教师在加拿大流行音乐教学课程的经验
Journal of Popular Music Education Pub Date : 2019-12-01 DOI: 10.1386/jpme_00006_1
Adam Bell, Ryan Stelter, Kathleen Ahenda, Joseph Bahhadi
{"title":"CanRock classroom: Two pre-service teachers’ experiences of a popular music pedagogy course in Canada","authors":"Adam Bell, Ryan Stelter, Kathleen Ahenda, Joseph Bahhadi","doi":"10.1386/jpme_00006_1","DOIUrl":"https://doi.org/10.1386/jpme_00006_1","url":null,"abstract":"Research on popular music pedagogy tends to centre on teaching and learning practices related to school-aged students; less research has focused on the training of pre-service teachers. We present the perspectives of two pre-service teachers on their experiences taking the first iteration of a popular music pedagogy course at a university in Canada as part of their music education studies. The examination we present is limited to one site and two pre-service teachers’ perspectives, but focuses on some important themes including group dynamics, songwriting, integrating technology and learning popular music instruments. We begin by surveying some recent related literature on popular music pedagogy before outlining our purpose and method. Then, we detail the underpinning ‘informal learning’ ethos of the course and provide a course description. Finally, we present our findings on the two pre-service teachers’ experiences with the course and conclude with a brief discussion that contextualizes these results with related literature.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124420048","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: 4
A toe-tapping good time: Informal musicking through critical pedagogy in inclusive settings 一个敲击脚趾的好时机:在包容性环境中通过批判性教学法进行非正式音乐
Journal of Popular Music Education Pub Date : 2019-12-01 DOI: 10.1386/jpme_00009_1
Verne Hélène Lorway
{"title":"A toe-tapping good time: Informal musicking through critical pedagogy in inclusive settings","authors":"Verne Hélène Lorway","doi":"10.1386/jpme_00009_1","DOIUrl":"https://doi.org/10.1386/jpme_00009_1","url":null,"abstract":"This article draws upon the experiences of the author as a music educator creating inclusive music programmes over the past 24 years. She describes how informal learning gleaned from the approaches of popular musicians, combined with musicking as a means of building powerful relationships and critical pedagogy to infuse student voices into the teaching and learning process is a potent recipe for building an inclusive music class. Such a method needs to be guided by music educators throughout the learning process. Examining inclusive music education leads to further questions regarding what constitutes musicality and non-musicality in western society. When persons of all ages are involved in musicking in school and community contexts, music educators need to be involved in the challenges surrounding notions of musicality and non-musicality to steer processes that can create spaces for learning and growth.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115067020","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: 1
Adapting the studio model for the Australian popular music education context 适应澳大利亚流行音乐教育背景下的工作室模式
Journal of Popular Music Education Pub Date : 2019-07-01 DOI: 10.1386/JPME.3.2.293_1
C. Strong, S. Brunt, Fabian Cannizzo, E. Montano, Ian Rogers, Gene Shill
{"title":"Adapting the studio model for the Australian popular music education context","authors":"C. Strong, S. Brunt, Fabian Cannizzo, E. Montano, Ian Rogers, Gene Shill","doi":"10.1386/JPME.3.2.293_1","DOIUrl":"https://doi.org/10.1386/JPME.3.2.293_1","url":null,"abstract":"Australian university graduates of music industry degrees are often faced with challenges stemming from both Australia’s peripheral position in global music economies and the predominance of precarious work environments. This article presents an evaluation of a ‘studio model’ of education adopted by the Bachelor of Arts (Music Industry) degree at RMIT University in Melbourne, Australia. The studio model approach aims to better prepare graduates for careers in the contemporary music industry via hands-on and tacit learning experiences that ready them for ‘portfolio careers’. The case study evaluated here involved students working with an industry partner to deliver an on-campus music festival called Copresents in 2017. Student feedback indicated overall satisfaction with the studio, and that they were able to develop certain skills that would be valuable to them in a portfolio career, such as improved communication competencies and a better understanding of possible careers in the industry. We also demonstrate that students recognized ways in which the experience was curtailed by institutional and industrial requirements that ran counter to the ideals of studio learning. We note that the effectiveness of the model is limited in some ways by its placement at the intersection of the institutional needs of the university and the requirements of industry, neither of which are entirely in alignment with student needs.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121815024","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
The state of guitar education in the United States 美国吉他教育的现状
Journal of Popular Music Education Pub Date : 2019-07-01 DOI: 10.1386/JPME.3.2.245_1
Robert Pethel
{"title":"The state of guitar education in the United States","authors":"Robert Pethel","doi":"10.1386/JPME.3.2.245_1","DOIUrl":"https://doi.org/10.1386/JPME.3.2.245_1","url":null,"abstract":"Guitar education has emerged as a discipline in K-12 institutions alongside ‘traditional’ music education such as band, orchestra and chorus in recent decades. Despite the substantial body of literature containing practical advice on teaching guitar, research-supported scholarship is lacking. The purpose of this study was to provide an evidentiary-based understanding of the professional profiles of guitar educators. A large sample (n = 1269) of guitar educators participated in the Guitar Educator Questionnaire (GEQ). Findings from the GEQ suggest a low per cent (7.9%) of music educators who teach guitar class consider themselves to be ‘guitar specialists’. A substantial number of respondents (68.5%) indicated that they rarely or never participated in guitar-related professional development, and 76.1% of respondents reported that their pre-service training provided little or no preparation for a career in guitar education.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123034382","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
Examining the health and well-being experiences of singers in popular music 研究流行音乐歌手的健康和幸福经历
Journal of Popular Music Education Pub Date : 2019-07-01 DOI: 10.1386/JPME.3.2.173_1
L. Heyman, R. Perkins, Liliana S. Araújo
{"title":"Examining the health and well-being experiences of singers in popular music","authors":"L. Heyman, R. Perkins, Liliana S. Araújo","doi":"10.1386/JPME.3.2.173_1","DOIUrl":"https://doi.org/10.1386/JPME.3.2.173_1","url":null,"abstract":"This study investigated the health and well-being experiences of professional singers in popular music. Interpretative Phenomenological Analysis (IPA) of semi-structured interviews with five professional singers identified three main themes: (1) mental and physical experiences of health and support, (2) positive musical experiences and (3) barriers to health and well-being. Participants perceived health as important to their careers and viewed it as both physical and mental in nature. The singers relied on family and industry peers for support, whilst experiencing mental health challenges and physical health problems in the context of an emotionally intense landscape. Positive musical experiences involved the self-expression of songwriting, live music performance and relationships with fans, and barriers to health and well-being included touring, commercial challenges and a perceived lack of support. The findings suggest a need for increased awareness and understanding of the challenges faced by singers in popular music.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130623005","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: 8
How does a rock musician teach? Examining the pedagogical practices of a self-taught rock musician–educator 摇滚音乐家是如何教学的?检视一位自学成才的摇滚乐教育家的教学实践
Journal of Popular Music Education Pub Date : 2019-07-01 DOI: 10.1386/JPME.3.2.203_1
J. Brook, Robb Mackay, Chris Trimmer
{"title":"How does a rock musician teach? Examining the pedagogical practices of a self-taught rock musician–educator","authors":"J. Brook, Robb Mackay, Chris Trimmer","doi":"10.1386/JPME.3.2.203_1","DOIUrl":"https://doi.org/10.1386/JPME.3.2.203_1","url":null,"abstract":"This research examines the pedagogical practices of a self-taught musician who teaches music at an elementary school in Canada. Research on the ways that popular musicians teach has shown that many teachers use a combination of informal and formalized structures. We used Personhood theory as a conceptual framework to illuminate how the context and disposition of the musician–teacher informs their pedagogy. These findings demonstrate how context and disposition inform pedagogical practices and the ways that the teacher’s personhood contributes to students’ learning. We collected data through interviews with the teacher and school principal, distributed questionnaires to students and observed performances. Findings show that one’s personhood can contribute to the medium, message and messenger within a music education setting. Personhood theory helps frame the nested nature of these relationships and these findings point to the need to support development of in-service and pre-service teachers’ personhood.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127141349","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
Effects of Chinese popular music familiarity on preference for traditional Chinese music: Research and applications 中国流行音乐熟悉度对中国传统音乐偏好的影响:研究与应用
Journal of Popular Music Education Pub Date : 2019-07-01 DOI: 10.1386/JPME.3.2.329_1
Y. Tan, L. Conti
{"title":"Effects of Chinese popular music familiarity on preference for traditional Chinese music: Research and applications","authors":"Y. Tan, L. Conti","doi":"10.1386/JPME.3.2.329_1","DOIUrl":"https://doi.org/10.1386/JPME.3.2.329_1","url":null,"abstract":"Teaching and learning popular music and world musics are prominent topics in music education but often play a supplement role in the classroom. The main purpose of this quantitative experimental study was to investigate the effects of Chinese popular music on students’ familiarity and preference for its traditional version. Participants were undergraduate students from a university in the northeastern United States who completed a pre-test, minimum four weekly treatments and post-test. Results suggest participation in a world music course may contribute to preference for Chinese traditional music, but short-term exposure to popular versions of Chinese traditional music does not seem to contribute to preference for Chinese traditional music. A reason for this may be that popular music has its own cultures and characteristics that are not necessarily transferable to music from other music genres. In addition, the personality traits of open-mindedness or closed-mindedness showed significant influence over preference for traditional or popular music, respectively.","PeriodicalId":156745,"journal":{"name":"Journal of Popular Music Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128182978","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: 5
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