Contemporary English Folk Music and the Folk Industry

Keegan-Phipps, Simon; Winter, Trish

doi:10.1093/oxfordhb/9780199765034.013.003

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Any discussion of folk music and learning requires a brief introduction to the concept of "transmission," since this idiosyncratic conceptualization of the pedagogical process plays such an important role in forging the identity of so many folk musicians and their music. In recent years, many contemporary folk arts participants have become decidedly critical of some former "foundational myths" of the early folk revival; indeed, the current resurgence of interest in English folk might be characterized by its rejection of some of the more dogmatic beliefs of previous revivals (Keegan-Phipps & Winter, 2014). It is important to acknowledge that individuals differ in their opinions, assumptions, and conceptual points of reference-some accepting the "received history" of the movement (as it is referred to by Boyes, 1993, p. xvi) while others revel in that history's critique and subversion (as reflected in the work of the influential English folk band The Imagined Village, whose name invokes the title of Boyes' revisionist text).…”

Section: Folk and Media: The Concept Of Transmissionmentioning

confidence: 99%

“Tradition,” Vernacularism, and Learning to Be a Folk Musician With Social Media

Keegan-Phipps

Wright

2020

The Oxford Handbook of Social Media and Music Learning

View full text Add to dashboard Cite

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.

show abstract

Section: Folk and Media: The Concept Of Transmissionmentioning

confidence: 99%