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1981
Volume 9, Issue 2
  • ISSN: 2397-6721
  • E-ISSN: 2397-673X

Abstract

Investigation of the learning practices of popular musicians can glean benefits for the field of music education by helping stakeholders connect music practice with the music classroom. The purpose of this case study is to examine the learning processes of professional-level music producers in the United States. Three music producers identified as such by professionals in the field completed interviews regarding how they began and continued acquiring music production skills and knowledge. Resulting themes included learning through experimentation and matching, seeking out information, learning from others and learning in context. Based on the results of this study, internships and opportunities for collaboration during formal music production training might better prepare music production students for their future careers. Institutional learning can be compatible with ways music producers learn, and the expansion of music production education in college and K-12 settings could open the field of music production to more individuals.

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2025-03-21
2026-04-23

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/content/journals/10.1386/jpme_00156_1
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  • Article Type: Article
Keyword(s): declarative knowledge; digital audio workstation; formal learning; informal learning; music production; procedural knowledge

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