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- Volume 7, Issue 1, 2023
Journal of Popular Music Education - Volume 7, Issue 1, 2023
Volume 7, Issue 1, 2023
- Editorial
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Editorial
Authors: Bryan Powell and Gareth Dylan SmithIn this introduction, the journal editors, Gareth Dylan Smith and Bryan Powell, pay tribute to Jarritt Sheel, a colleague whose light shone brightly in the field of popular music education until he died suddenly in late 2022. Next, the editors reflect briefly on the previous, sixth volume of the Journal of Popular Music Education, which featured two guest-edited Special Issues – one on music and the family, and another on women and popular music – and a general issue. The editors then provide a summary overview of the articles in this issue of the journal, by Ethan Hein, Natasha Hendry, Esther Morgan-Ellis, Aidan Harvey, Bryan Powell, Jonathan Kladder and Ian Cummings, and a book review by Jonathan Dillon.
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- Articles
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The politics is in the drums: Producing and composing in the music classroom
By Ethan HeinMusic technology courses are increasingly common offerings in university and secondary music programmes. Curriculum standards, subject matter and classroom practices of these courses are still very much in flux. The music education field therefore has a unique opportunity to shape and define music technology as a subject before it becomes fully standardized. Teaching this subject in the context of European-descended ‘art’ music traditions will perpetuate the white racial frame of school music. The author argues that educators should critically examine the racialized split between ‘art’ and ‘popular’ forms of electronic music, and should consciously centre ‘the Black Electronic’ in their curricula. This includes the techniques of beatmaking and sampling, as well as their cultural and political contexts and meanings. An example project drawing on hip hop methods and values is presented.
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Fitting in and sticking out: An exploratory study of the Whiteness of the school music curriculum and its effects on Global Majority musicians
More LessThis exploratory study followed the journeys of eleven Global Majority1 teachers and musicians2 from their early experiences within the UK music education system up to their present professional careers in music. Focus groups with ten students presently engaged in music education offered a current perspective and comparison with adults’ experiences, allowing for reflection on possible trajectories. The research question asked whether a predominantly White, middle-class music curriculum has an effect on the musical behaviours and identity of members of the Global Majority in the United Kingdom. Findings showed that musicians and music teachers had experienced considerable barriers in music education and musical careers, which had an adverse psychological effect, typically recognized later in life.
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Appalachian after-school music programmes as cultural intervention
Authors: Esther M. Morgan-Ellis, Abigail Marvel and Andrew MalphursIn the Southern Appalachians, five after-school programmes of varying sizes – Junior Appalachian Musicians, Young Appalachian Musicians, Georgia Pick and Bow, Hindman Pick and Bow and Appalshop’s Passing the Pick and Bow – offer education in regional music traditions to school-aged children. These programmes fulfil a valuable mission, for they often serve students who have no other opportunities to pursue a music education. As many of the names suggest, these programmes provide training in the instruments, practices and repertoire associated with old-time and bluegrass music, and they typically advertise a preservationist mission. This article considers the cultural intervention work of Appalachian after-school music programmes, positioning them as the latest in a series of interventionist projects that have shaped Appalachian music in an effort to preserve it. Through careful consideration of the styles, instruments and repertoire being taught, we address the ways in which after-school programmes ‘edit’ Appalachian musical heritage for a new generation of participants, and we consider the implications of the programmes’ pedagogical practices.
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Motivations and expectations of higher popular music education in Scotland: Student perspectives
By Aidan HarveyThis research investigates the motivations of students and their expectations of the aims and content of undergraduate popular music programmes in Scotland. With a particular interest in the pedagogical issues surrounding the familiar ideological debate in PME of ‘training versus education’, this work also further explores the connection between student perceptions of higher popular music education with their formative musical and social experiences. A variety of sociopolitical factors seem to be at play in the development of these expectations and motivations, which are often linked to students’ formative music education and social experiences. Findings further highlight a perception among students of a fundamental dichotomy between the music industries and music education, raising further questions of if, and how student attitudes should influence curricula design at both HE and secondary school-level going forward.
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A history of popular music education in the United States
By Bryan PowellDespite many current popular music styles originating in the United States, there has typically been a lack of inclusion of popular music in school-based music education contexts in the United States. In recent years, however, the incorporation of popular musics has become more commonplace with the propagation of modern band programmes and initiatives designed to diversify the genres of music included in school music. With the increased presence of popular music education (PME) in US schools, it is timely to further examine the history of popular music in school music programmes as well as the social conditions and educational rationales that led to the emergence of PME in US school music programmes. This article combines existing research on the history of PME into one document while adding further research and descriptions of important events in the history of PME in the United States not yet in print.
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Developing fieldwork experiences in popular music: Reflections and opportunities
Authors: Jonathan Kladder and Ian CummingsIn music teacher education in the United States, fieldwork experiences are often required for teacher certification and historically served as a platform for preservice music teachers to develop content and pedagogical knowledge as they transition to being professional music teachers. Instrumental music education fieldwork experiences remain largely siloed in band and orchestra contexts, while limited researchers have sought to investigate popular music education (PME) fieldwork experiences. As a duoethnography, this article highlights the lived experiences of two popular music educators in the creation of a new popular music fieldwork experience in a small town in the northeastern region of the United States. The authors suggest expanding undergraduate music education to include learner-led and democratic teaching practices in PME classrooms and increase popular music pedagogies in music teacher preparation curricula.
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- Book Review
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Culturally Sustaining Pedagogies in Music Education: Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cultures and Identities, Emily Good-Perkins (2021)
More LessReview of: Culturally Sustaining Pedagogies in Music Education: Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cultures and Identities, Emily Good-Perkins (2021)
New York and London: Routledge, 159 pp.,
ISBN 978-0-36756-819-1, h/bk, $170.00
ISBN 978-0-36756-822-1, p/bk, $52.95
ISBN 978-1-00309-947-5, e-book, $52.95
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Welcome to the journal
Authors: Gareth Dylan Smith and Bryan Powell
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