A comparison of "popular music pedagogy" discourses

Roger Mantie

Research output: Contribution to journalArticle

37 Citations (Scopus)

Abstract

The purpose of this study was to interrogate discourses of "popular music pedagogy" in order to better understand music education practices generally and specifically those in the United States. Employing a conceptual framework based on the work of Jan Blommaert (2005), a content analysis was conducted on a sample of 81 articles related to popular music and music education according to the variables of journal and nationality. Results suggest that international differences in discourse existed. American-based authors focused on issues of legitimacy and quality (repertoire and teaching), whereas non-American-based authors focused on matters of utility and efficacy, with an emphasis on the quality of learning and pedagogical relationship. The lack of awareness (national and international) of discourse features and functions may be limiting the effectiveness of both communication and practice.

Original languageEnglish (US)
Pages (from-to)334-352
Number of pages19
JournalJournal of Research in Music Education
Volume61
Issue number3
DOIs
StatePublished - Oct 2013
Externally publishedYes

Fingerprint

music
music lessons
discourse
nationality
content analysis
legitimacy
communication
lack
Teaching
learning
Discourse
Pedagogy
Popular music
Music Education
Efficacy
Communication
Content Analysis
Nationality
Repertoire
Legitimacy

Keywords

  • Content analysis
  • Curriculum
  • Discourse
  • Instruction
  • Pedagogy
  • Popular music
  • Sociolinguistics

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Education

Cite this

A comparison of "popular music pedagogy" discourses. / Mantie, Roger.

In: Journal of Research in Music Education, Vol. 61, No. 3, 10.2013, p. 334-352.

Research output: Contribution to journalArticle

Mantie, Roger. / A comparison of "popular music pedagogy" discourses. In: Journal of Research in Music Education. 2013 ; Vol. 61, No. 3. pp. 334-352.
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