Engaging Students with Music Education

Dale, Pete

doi:10.4324/9781315718057

Cited by 4 publications

(2 citation statements)

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“…Spoken word popular music, in which the voice is used to rap, is not a prominent part of the mainstream school curriculum. Dale (2017) discusses how the OCR and AQA exam boards have implemented rapping, and he shows through a discussion of their marking criteria that this implementation fails to recognise a culturally different appreciation of music and artistic mastery.…”

Section: Education Versus Leisurementioning

confidence: 99%

Evaluating Young People’s Voices in Spoken Word Popular Music Projects

Peter

2023

Music for Inclusion and Healing in Schools and Beyond

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This chapter is concerned with young people’s voices in spoken word popular music projects. It is argued that for projects that engage young people with and through music, it is important to consider their voice in all its iterations, which includes young people’s artistic voice. Using the concept of voice, this chapter shows how projects need to be designed in a way that captures young people’s voices throughout the project and includes the non-verbal (i.e., musical) dimensions of their voices as forms of communication. Such inclusion necessitates the creation of intersubjective meaning through the negotiation of hierarchies, knowledges, expertise, and agency. As a result of the negotiation process, the role of the researcher can be redefined. By acknowledging the different epistemologies of the project participants, impact beyond the anticipated outcomes can be uncovered. Focusing on participation as an inclusive method, young people should be included in the planning, delivery, and evaluation of projects. Given a certain flexibility and space within projects, unintended outcomes can be identified through and responded to by the young people themselves. This way, impact becomes a phenomenological variable and allows for various forms of data and types of analysis to be used for the evaluation of projects.

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Section: Education Versus Leisurementioning

confidence: 99%

Evaluating Young People’s Voices in Spoken Word Popular Music Projects

Peter

2023

Music for Inclusion and Healing in Schools and Beyond

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“…Rock Jam band rehearsals comprise child-centred (Dale 2017), non-formal learning spaces (Mok 2011;Higgins 2016) in which students are given significant choice over repertoire, learning methods, and desired outcomes. Instructorfacilitators called "coaches" adapt their teaching strategies to account for student preferences, abilities, and prior knowledge, as well as intra-group social and musical dynamics.…”

Section: Research Context: Rock Jam and Covid-19mentioning

confidence: 99%

Is “Watching and Copying” the New “Listening and Copying”?

Rush

2023

IASPM Journal

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This article examines the role of YouTube in how young popular musicians learn in the twenty-first century. I frame this question within the dual legacies of Lucy Green’s (2001) findings about “listening and copying” among popular musicians and Marc Prensky’s (2001a, 2001b) “digital natives” hypothesis. I present an ethnographic description of a music learning encounter that raises questions as to whether there is a generational change occurring, one which shifts the primary mode of informal music learning from listening and copying to watching and copying via YouTube videos. I argue that learning via YouTube constitutes a form of informal learning, one situated within a longer history of learning strategies based in available technologies and resources. I suggest that in the midst of this continuity, digital videos present at least one new phenomenon within popular music education: the ability to abstract single lines and riffs from their musical contexts.

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The Importance of Exploring How Culture and Society Impact on Music Learning and Teaching

Barton

2018

Music Learning and Teaching in Culturally and Socially Diverse Contexts

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Engaging Students with Music Education

Cited by 4 publications

References 0 publications

Evaluating Young People’s Voices in Spoken Word Popular Music Projects

Evaluating Young People’s Voices in Spoken Word Popular Music Projects

Is “Watching and Copying” the New “Listening and Copying”?

The Importance of Exploring How Culture and Society Impact on Music Learning and Teaching

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