Abstract
Designing environments conducive to students’ romance in action of and precision with popular music requires knowledge of the related concepts, lexicon, and contexts through which people engage with these musics. This means considering the contemporary sound worlds that inform popular musics’ creation and practice along with understanding the nuances and musical aspects that characterize and differentiate its varied genres and sub-genres. Whether addressing rock, rap, or reggaeton, knowledge of these musics’ sound worlds is key to developing precision and relevant generalization of our own and students’ engagement with popular music.We might therefore (1) consider how precise the concepts and skills included in our classroom are for popular music and (2) approach popular music in ways that apply closely to students’ lifelong musical engagement. This means being willing to ask questions such as: How are the drones, patterns and progressions that infuse my curriculum appropriate and relevant to today’s popular music? To what degree are students’ generalizations and interactions with popular music in my classroom representative of how it is practiced and engaged with in society?
| Original language | English (US) |
|---|---|
| Pages (from-to) | 19-23 |
| Journal | The Orff Echo |
| Volume | 43 |
| Issue number | 4 |
| State | Published - 2011 |
Keywords
- Music Education
- General Music
- Orff
- Popular Music
- Popular Culture
- Curriculum
- Pedagogy