{"title":"我们是冯？流行音乐、学校和培训","authors":"P. Somigli","doi":"10.6092/issn.2039-9715/7620","DOIUrl":null,"url":null,"abstract":"Starting from the reading of two recent publications, the proceedings of the panel Towards a Critical Pedagogy for Undergraduate Popular Music History Courses in the Twenty-First Century (in «Journal of Music History Pedagogy», V, 2014, pp. 99-152) and Popmusik-Vermittlung. Zwischen Schule, Universitat und Beruf (edited by M. Ahlers, Berlin, LIT, 2015), this article critically addresses some aspects of the relationship between commercial music, school and education (to what end should we introduce popular music in schools, which contents and methods should we use, etc.), paying attention in particular, but not exclusively, to Italy. The conclusion emphasizes the need for the school didactics of popular music to become fully integrated into the discipline-specific knowledge, and stresses that this requires advanced, specific musical and musicological competences on the part of teachers.","PeriodicalId":30273,"journal":{"name":"Musica Docta","volume":"7 1","pages":"101-122"},"PeriodicalIF":0.0000,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Weg von der Fachwissenschaft”? Popular music, scuola e formazione\",\"authors\":\"P. Somigli\",\"doi\":\"10.6092/issn.2039-9715/7620\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Starting from the reading of two recent publications, the proceedings of the panel Towards a Critical Pedagogy for Undergraduate Popular Music History Courses in the Twenty-First Century (in «Journal of Music History Pedagogy», V, 2014, pp. 99-152) and Popmusik-Vermittlung. Zwischen Schule, Universitat und Beruf (edited by M. Ahlers, Berlin, LIT, 2015), this article critically addresses some aspects of the relationship between commercial music, school and education (to what end should we introduce popular music in schools, which contents and methods should we use, etc.), paying attention in particular, but not exclusively, to Italy. The conclusion emphasizes the need for the school didactics of popular music to become fully integrated into the discipline-specific knowledge, and stresses that this requires advanced, specific musical and musicological competences on the part of teachers.\",\"PeriodicalId\":30273,\"journal\":{\"name\":\"Musica Docta\",\"volume\":\"7 1\",\"pages\":\"101-122\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Musica Docta\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6092/issn.2039-9715/7620\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Musica Docta","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6092/issn.2039-9715/7620","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
从阅读最近的两份出版物开始，《走向二十一世纪本科生流行音乐史课程的批判教育学》小组会议记录（载于《音乐史教育学杂志》，V，2014，pp.99-152）和《流行音乐史》。Zwischen Schule，Universitat und Beruf（由M.Ahlers编辑，柏林，LIT，2015），本文批判性地探讨了商业音乐、学校和教育之间关系的某些方面（我们应该在学校引入流行音乐的目的是什么，我们应该使用哪些内容和方法等），特别关注但不限于意大利。结论强调，学校流行音乐教学法需要完全融入特定学科的知识，并强调这需要教师具备先进、特定的音乐和音乐学能力。
“Weg von der Fachwissenschaft”? Popular music, scuola e formazione
Starting from the reading of two recent publications, the proceedings of the panel Towards a Critical Pedagogy for Undergraduate Popular Music History Courses in the Twenty-First Century (in «Journal of Music History Pedagogy», V, 2014, pp. 99-152) and Popmusik-Vermittlung. Zwischen Schule, Universitat und Beruf (edited by M. Ahlers, Berlin, LIT, 2015), this article critically addresses some aspects of the relationship between commercial music, school and education (to what end should we introduce popular music in schools, which contents and methods should we use, etc.), paying attention in particular, but not exclusively, to Italy. The conclusion emphasizes the need for the school didactics of popular music to become fully integrated into the discipline-specific knowledge, and stresses that this requires advanced, specific musical and musicological competences on the part of teachers.
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