Into the ivory tower: Vernacular music and the American academy

Caswell, Austin B.; Smith, Christopher

doi:10.1080/07494460000640151

Cited by 1 publication

(2 citation statements)

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“…Scholars have attempted to define and situate vernacular music within the larger gestalt of music-making (Caswell and Smith 2009, L. Green 2008, Folkestad 2006, O'Flynn, 2006, A. Green 1993, Scholten 1988.…”

Section: Part I: Vernacular Music and School Contextsmentioning

confidence: 99%

“…Still, there is a lack of consensus as to the value and appropriateness of vernacular music in the classroom, especially as it relates to Western classical traditions and large ensemble settings (Weinstein and Haning 2022, Hamilton and Vannatta-Hall 2020, Elpus and Abril 2019, Davis and Blair 2011, O'Flynn 2006. Striking a balance between process-and productoriented classroom activities can appear particularly elusive to music teachers (Vasil 2019, Isbell 2007, as can maintaining philosophical parity between aesthetic and utilitarian perspectives (Hess 2020, Jenkins 2011, Caswell and Smith 2009.…”

Section: Part I: Vernacular Music and School Contextsmentioning

confidence: 99%

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Vernacular Music and Theories of Change: Transformation on Intersecting Paths

Kruse

2023

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Vernacular music-making continues to be a prominent topic in music education discourse. However, the degree to which school music teachers choose to implement vernacular music practices is unclear, as are the factors that inspire change in teaching practice. This fourpart article highlights the complexities surrounding curricular innovation and implementation, as well as the interplay between theory and praxis in music teaching and learning. Specifically, this inquiry features the precepts of three change theories and how their tenets can be applied to vernacular teaching practices in school music settings. A college-level vernacular music class is presented as one model for preparing preservice music teachers to meet the needs of 21st-century students. Considering the ways in which music teachers apply vernacular practices to school settings could help to illuminate the intersecting paths of theory and practice in an evolving music education discourse.

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