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Journal of Popular Music Education - Online First
Online First articles will be assigned issues in due course.
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Motivations and expectations of higher popular music education in Scotland: Student perspectives
By Aidan HarveyAvailable online: 13 January 2023More LessThis 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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Appalachian after-school music programmes as cultural intervention
Authors: Esther M. Morgan-Ellis, Abigail Marvel and Andrew MalphursAvailable online: 13 January 2023More LessIn 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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A history of popular music education in the United States
By Bryan PowellAvailable online: 29 August 2022More LessDespite 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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The politics is in the drums: Producing and composing in the music classroom
By Ethan HeinAvailable online: 06 May 2022More LessMusic 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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KICK IT: A SOCIAL HISTORY OF THE DRUM KIT, MATT BRENNAN (2020)
Available online: 19 October 2020More Less
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Welcome to the journal
Authors: Gareth Dylan Smith and Bryan Powell
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