Popular music education in and for itself, and for 'other' music

Current Research in the Classroom

Bibliographic Data

ID5816596
AuthorsLucy Green (0000-0001-5223-1781, University of London, corresponding author)
Year2006
Volume24
Issue2
Pages101-118
Publication date2006-06-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Music Education (JOURNAL)
Journal identifiersISSN: 0255-7614 • E-ISSN: 1744-795X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0255761406065471
OpenAlexW2149115307
LanguageEN
Citations received54
References cited27

This article considers some ways in which the school classroom enters into, changes and complicates musical meanings, focusing particularly on the role of popular music and how it relates to classical music. I suggest that in bringing popular music into the curriculum, educators have largely ignored the informal learning practices of popular musicians. Popular music has therefore been present as curriculum content, but its presence has only recently begun to affect our teaching strategies. I examine how the adaptation of some informal popular music learning practices for classroom use can positively affect pupils' musical meanings and experiences. This applies not only to the sphere of popular music, but also to classical music and, by implication, other musics as well. Finally, the notions of musical autonomy, personal autonomy and musical authenticity in relation to musical meaning and informal learning practices within the classroom are discussed

Affect · Music and emotion · Music psychology · Diverse Music Education Insights · Music History and Culture · Neuroscience and Music Perception

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