![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The purpose of this study was to investigate in-service music teachers’ perceptions of popular music in the classroom and to examine their own preparation to teach popular music. A sample of music teachers, drawn from two regional chapters of the American Orff-Schulwerk Association, completed a researcher-designed survey instrument. Results suggest that these teachers perceived popular music to be an effective instructional tool in the music classroom, although their responses suggest that they perceived it to be appropriate for older students and in certain classroom settings only. In addition, the sample reported a lack of training in popular music pedagogy and responded that they generally felt unprepared to teach popular music. Among three types of preparation, they provided significantly higher preparation ratings for informal experiences, followed by performance-oriented experiences and formal educational experiences. Implications for music educators and music teacher educators are discussed.
References
Section:
|
Allsup, R. E. (2011). Popular music and classical musicians: Strategies and perspectives. Music Educators Journal, 97(3), 30–34. doi: 10.1177/0027432110391810 Google Scholar | SAGE Journals | |
|
Bowman, W. D. (2004). “Pop” goes …? Taking popular music seriously. In Rodriguez, C. X. (Ed.), Bridging the gap: Popular music and music education (pp. 29–50). Reston, VA: MENC. Google Scholar | |
|
Brewer, W. D., Rickels, D. A. (2012). Demographics and faculty time allocation of music education professors in the United States. Journal of Music Teacher Education, 22, 63–74. doi: 10.1177/1057083711424504 Google Scholar | SAGE Journals | |
|
Cope, P. (2002). Informal learning of musical instruments: The importance of social contexts. Music Education Research, 4, 93–104. doi: 10.1080/14613800220119796 Google Scholar | Crossref | |
|
Davis, S. G., Blair, D. V. (2011). Popular music in American teacher education: A glimpse into a secondary methods course. International Journal of Music Education, 29, 124–140. doi: 10.1177/0255761410396962 Google Scholar | SAGE Journals | ISI | |
|
Dunbar-Hall, P. (2000). World music, creativity and Orff-Schulwerk methodology. In De Quadros, A. (Ed.), Many seeds, different flowers: The music education legacy of Carl Orff (pp. 58–67). Porth, WA: CIRCME. Google Scholar | |
|
Dunbar-Hall, P. (2002). Designing a teaching model for popular music. In Spruce, G. (Ed.), Aspects of teaching secondary music (pp. 173–181). London, UK: Routledge/Falmer. Google Scholar | |
|
Dunbar-Hall, P., Wemyss, K. (2000). The effects of the study of popular music on music education. International Journal of Music Education, 36, 23–34. doi: 10.1177/025576140003600104 Google Scholar | SAGE Journals | |
|
Emmons, S. E. (2004). Preparing teachers for popular music processes and practices. In Rodriguez, C. X. (Ed.), Bridging the gap: Popular music and music education (pp. 159–174). Reston, VA: MENC. Google Scholar | |
|
Fowler, C. B. (1970). The case against rock: A reply. Music Educators Journal, 57(1), 38–42. doi: 10.2307/3392869 Google Scholar | SAGE Journals | |
|
Frazee, J. (1987). Discovering Orff. New York, NY: Schott. Google Scholar | |
|
Frith, S. (2001). Pop music. In Frith, S., Straw, W., Street, J. (Eds.), The Cambridge companion to pop and rock (pp. 93–108). Cambridge, UK: Cambridge University Press. Google Scholar | Crossref | |
|
Georgii-Hemming, E., Westvall, M. (2010). Music education – a personal matter? Examining the current discourses of music education in Sweden. British Journal of Music Education, 27, 21–33. doi: 10.1017/S0265051709990179 Google Scholar | Crossref | ISI | |
|
Gracyk, T. (2004). Popular music: The very idea of listening to it. In Rodriguez, C. X. (Ed.), Bridging the gap: Popular music and music education (pp. 51–70). Reston, VA: MENC. Google Scholar | |
|
Green, L. (2008). Music, informal learning and the school: A new classroom pedagogy. Burlington, VT: Ashgate. Google Scholar | |
|
Hamm, C. (1982). Some thoughts on the measurement of popularity in music. In Horn, D., Tagg, P. (Eds.), Popular music perspectives (pp. 3–15). Exeter, UK: IASPM. Google Scholar | |
|
Hebert, D. G., Campbell, P. S. (2000). Rock music in American schools: Positions and practices since the 1960s. International Journal of Music Education, 36, 14–22. doi: 10.1177/025576140003600103 Google Scholar | Crossref | |
|
Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22, 189–200. doi: 10.1177/0255761404047401 Google Scholar | SAGE Journals | |
|
Kruse, A. J. (2015). Preservice music teachers’ experiences with and attitudes toward music genres. Journal of Music Teacher Education, 24, 11–23. doi: 10.1177/1057083714530721 Google Scholar | SAGE Journals | |
|
Leung, C. C., Hung, C. C. (2008). The enjoyment of popular music as a valuable experience in music learning. In Leung, C. C., Yip, L. C. R., Imada, T. (Eds.), Music education policy and implementation: International perspectives (pp. 182–194). Hirosaki, Japan: Hirosaki University Press. Google Scholar | |
|
MacCluskey, T. (1979). Peaceful coexistence between pop and the classics. Music Educators Journal, 65(8), 54–57. Retrieved from http://www.jstor.org/stable/3395676 Google Scholar | |
|
Mantie, R. (2013). A comparison of “popular music pedagogy” discourses. Journal of Research in Music Education, 61, 334–352. doi: 10.1177/0022429413497235 Google Scholar | SAGE Journals | ISI | |
|
Mark, M. L. (1994). Youth music: Is it right for schools? Quarterly Journal of Music Teaching and Learning, 5(2), 76–82. Google Scholar | |
|
O’Brien, J. P. (1982). A plea for pop. Music Educators Journal, 68(7), 44–53. doi: 10.2307/3395940 Google Scholar | SAGE Journals | |
|
Odam, G. (2004). Music education in the Aquarian age: A transatlantic perspective (or “How do you make horses thirsty?”). In Rodriguez, C. X. (Ed.), Bridging the gap: Popular music and music education (pp. 127–139). Reston, VA: MENC. Google Scholar | |
|
Rodriguez, C. X. (2004). Bringing it all back home: The case for popular music in the schools. In Rodriguez, C. X. (Ed.), Bridging the gap: Popular music and music education (pp. 3–9). Reston, VA: MENC. Google Scholar | |
|
Siegel, S. (1956). Nonparametric statistics for the behavioral sciences. New York, NY: McGraw-Hill. Google Scholar | |
|
Sogin, D. W., Wang, C. C. (2008). Music activity reports by music teachers with varying training in Orff Schulwerk. International Journal of Music Education, 26, 269–277. doi: 10.1177/0255761408092527 Google Scholar | SAGE Journals | ISI | |
|
Springer, D. G., Gooding, L. F. (2013). Preservice music teachers’ attitudes toward popular music in the music classroom. Update: Applications of Research in Music Education, 32, 25–33. doi: 10.1177/8755123313502349 Google Scholar | SAGE Journals | |
|
Väkevä, L. (2006). Teaching popular music in Finland: What’s up, what’s ahead? International Journal of Music Education, 24, 126–131. doi: 10.1177/0255761406065473 Google Scholar | SAGE Journals | ISI | |
|
Wang, J.-C., Humphreys, J. T. (2009). Multicultural and popular music content in an American music teacher education program. International Journal of Music Education, 27, 19–36. doi: 10.1177/0255761408099062 Google Scholar | SAGE Journals | ISI | |
|
Wolford, D. K. (1970). Rock’s questionable role in the school curriculum. Idaho Music Notes, 11(3), 15–16. Google Scholar | |
|
Woody, R. H. (2011). Willing and able: Equipping music educators to teach with popular music. Orff Echo, 43(4), 14–17. Google Scholar | |
|
Woody, R. H., Lehmann, A. C. (2010). Student musicians’ ear-playing ability as a function of vernacular music experiences. Journal of Research in Music Education, 58, 101–115. doi: 10.1177/0022429410370785 Google Scholar | SAGE Journals | ISI |
