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- Volume 1, Issue 3, 2017
Journal of Popular Music Education - Volume 1, Issue 3, 2017
Volume 1, Issue 3, 2017
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Play like Jay: Pedagogies of drum kit performance after J Dilla
More LessAbstractThis article explores the legacy of hip-hop producer J Dilla (1974–2006) through examining his impact on live drum kit performance and pedagogy. Specifically, it addresses how the so-called ‘Dilla-feel’ is emulated by drummers and rhythm section players through a range of informal learning strategies and extended techniques, which include practices of online teaching and learning. Closely associated with the neo-soul movement of the late 1990s and early 2000s, J Dilla’s musical contributions have often gone overlooked, despite being essential for the development of the characteristic, lilting time-feel heard on many of these recordings. Incorporating historical, ethnographic and performance-based approaches, the study outlines how hip-hop’s sample-based aesthetic has dramatically shaped live musicianship on more traditional instruments, focusing on the significance of J Dilla’s drum programming in contemporary popular musicianship.
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Examining music teachers’ experiences in a rock band performance and pedagogy professional development course
By Jay DorfmanAbstractUsing a framework of transformation in schools that may result from teachers’ professional development, this study documented five music teachers’ experiences in a professional development course about performing in and teaching rock bands. Research questions focused on examining the participants’ experiences and recognizing influences from the course that might lead to change in the participants’ teaching after the class. Findings centred on rehearsal experiences, emergence of leadership, changes in attitudes about music styles and evidence of continued participation in rock music. As suggested in other studies of professional development experiences, the students enjoyed the class because they felt it was relevant, it addressed student learning and it contributed to their development as teachers. The students drew on their own backgrounds as leaders and learners in order to transition to the role of teacher of popular music.
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Incorporating popular music and dance: A student-centred approach to middle school chorus
More LessAbstractMiddle school chorus in the United States is, from an adolescent perspective, primarily a means of socializing and making friends. Using Green’s (2008) notion of critical musicality, I designed a constructionist learning environment. Using critical participatory action research, conducted with my students rather than on them, we explored alternative pedagogical approaches to choral teaching and learning. We learned that collaborative learning fostered musical and social development in a heterarchical classroom environment that contributed to intersubjective understandings. It became possible for students to apply prior knowledge from outside of school to holistic, contextual, self-generated learning goals in the choral classroom. Incorporating popular music, technology and dance into the curriculum made learning relevant for these students. Choral educators may be able to implement student-centred curricula in choral settings more easily than is on occasion assumed.
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Punk rock as a second language: The value of punk music scene affiliation for non-native English speakers
More LessAbstractThis article explores the place of punk music and subculture in learning English as a foreign language (EFL) and the role that English language learning plays in the maturation of a punk scene member. The author describes his own journey as an EFL learner in Italy, with involvement in local and translocal punk scenes at the core of both his language learning and identity building. Data from four other Italian punks are included, sharing accounts of the centrality of English language learning to being and becoming active punk musicians and scene members. Connections are drawn between student-centred pedagogical approaches to learning language and music. Punk in the EFL classroom is proposed, furthermore, as a particularly potent catalyst for engaging students as political agents and empowered twenty-first century citizens.
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Integrating popular music into urban schools: Examining students’ outcomes of participation in the Amp Up New York City music initiative
Authors: Lindsay Weiss, Harold F. Abeles and Bryan PowellAbstractThis study is an examination of the influence of the Amp Up New York City (Amp Up NYC) music initiative on the development of students’ musical skills, social and emotional skills, and college and career-ready skill development. A retrospective pre-test survey was used to measure students’ self-assessment of their skill development. Surveys were also administered to their music teachers, classroom teachers, principals and parents. Student focus group interviews and classroom observations were also used to collect data in five case-study schools. Results revealed that participating students perceived Amp Up NYC affected their music classroom-learning environment, their development of musical skills, their social and emotional development and their academic skill development.
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Book Review
By Paul FleetAbstractThe Aesthetics of Our Anger: Anarcho-Punk, Politics and Music, Mike Dines and Matthew Worley (2016)
Colchester/New York/Port Watson: Minor Compositions, 322 pp.,
ISBN: 978-1-57027-318-6, pk, £18
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Welcome to the journal
Authors: Gareth Dylan Smith and Bryan Powell
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