齿轮触摸者的教学法:在DIY场地内和通过DIY场地发掘教学模式

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Peter J. Woods
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引用次数: 1

摘要

背景:在关于自己动手(DIY)音乐场景的文献中,研究人员经常强调物质空间在塑造朋克音乐和其他相关流派的社会文化和音乐实践中的作用。学者们也在“朋克教育学”学术的旗帜下研究了这些音乐亚文化的教学过程。然而,需要对这两种研究之间的交叉点进行调查,因为朋克教育学理论在很大程度上忽视了物理空间在DIY音乐教育实践中的作用。对创客运动的主题相关空间的研究放大了这种需求,因为创客教育学者已经反复展示了材料和空间塑造个人如何通过DIY制作学习的多种方式。研究问题:我用这篇论文来关注以下问题:DIY音乐场地如何塑造DIY音乐场景的教学实践?这些教学方法在哪些方面与这些社区的意识形态和道德目标相一致?通过专注于在DIY场地内学习,我考虑了特定流派(如朋克)背景之外的多种形式的音乐制作。因此,这项研究提供了个人学习的机制,以及这些机制如何与这些空间的物理可视性相关。研究设计:为了解决这些问题,我对两个相互交织的音乐系列进行了为期一年的比较案例研究,这些音乐系列以噪音音乐(DIY音乐的一个实验亚类型)为中心,位于两个独立的DIY场地。虽然本系列的13个活动中的每一个都包括研讨会和音乐会,但我将分析重点放在系列的音乐会部分,以探索DIY场景中的共同互动场所。通过对一系列音乐会的观察和对特色艺术家和观众的采访所产生的现场笔记进行开放和迭代的定性分析,我对DIY音乐场所的学习以及物质空间和技术在塑造这一过程中所起的作用提供了细致入微的理解。结论:根据这一分析,我认为DIY场地的无舞台设计提供了一种物理支持,允许“齿轮触摸者对话”发生。在这些对话中,观众与表演者讨论他们在表演结束后几秒钟内使用的音乐技术,从而将这一教学时刻与场地的材料属性联系起来。然而,这些对话重新诠释了男性化的技术概念,破坏了DIY音乐的平等主义政治,这一发现反映了对创客教育的批判性研究。因此,这项工作呼吁研究人员和实践者与地方教学法和从情境技术中产生的教育过程相抗衡,以进一步推动DIY生产可以产生的解放实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues
Background: Within the body of literature on do-it-yourself (DIY) music scenes, researchers have routinely placed an emphasis on the role of material space in shaping the sociocultural and musical practices of punk music and other related genres. Scholars have also examined the teaching and learning processes of these musical subcultures under the banner of “punk pedagogy” scholarship. However, investigations into the intersection between these two strands of research need to occur because theories of punk pedagogy have largely overlooked the role of physical space within the educative practices of DIY music. Research into the thematically related space of the maker movement amplifies this need, because maker education scholars have repeatedly shown the multiple ways that materials and space shape how individuals learn through DIY production. Research Questions: I use this paper to attend to the following questions: How do DIY music venues shape the pedagogical practices of DIY music scenes? And in what ways do those pedagogies align with the ideological and ethical aims of these communities? By focusing on learning within DIY venues, I consider multiple forms of musical production outside of the context of a specific genre (i.e., punk). This study therefore provides insight into the mechanisms through which individuals learn and how those mechanisms relate to the physical affordances of these spaces. Research Design: To address these questions, I conducted a year-long comparative case study into two intertwined music series centered on noise music (an experimental subgenre within DIY music’s broad umbrella) and located in two separate DIY venues. Although each of the 13 events in this series included both a workshop and a concert, I focus my analysis on the concert portion of the series to explore a common site of interaction within DIY scenes. Through open and iterative qualitative analyses of field notes generated from observations of concerts in the series and interviews with featured artists and audience members, I provide a nuanced understanding of learning within DIY music venues and the role that both material space and technologies play in shaping that process. Conclusions: Drawing on this analysis, I contend that the stageless design of DIY venues provides a physical affordance that allows “gear toucher conversations” to occur. These conversations involve audience members engaging performers in discussions about the music technologies they use mere seconds after they finish performing, thus linking this pedagogical moment to the material attributes of the venue. However, these conversations reinscribe masculine notions of technology and undermine DIY music’s egalitarian politics, a finding that mirrors critical research into maker education. This work therefore calls on both researchers and practitioners to contend with the pedagogies of place and the educative processes that emerge out of situated technologies to further the liberatory praxes that DIY production can produce.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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