The Routledge Research Companion to Popular Music Education

511 Pages·2017·2.669 MB·English

by  Gareth Dylan Smith, Zack Moir, Matt Brennan, Shara Rambarran, Phil Kirkman

The Routledge Research
Companion to Popular
Music Education
Popular music is a growing presence in education, formal and otherwise, from pri-
mary school to postgraduate study. Programmes, courses and modules in popular
music studies, popular music performance, songwriting and areas of music technol-
ogy are becoming commonplace across higher education. Additionally, specialist pop/
rock/jazz graded exam syllabi, such as RockSchool and Trinity Rock and Pop, have
emerged in recent years, meaning that it is now possible for school leavers in some
countries to meet university entry requirements having studied only popular music.
In the context of teacher education, classroom teachers and music-specialists alike are
becoming increasingly empowered to introduce popular music into their classrooms.
At present, research in Popular Music Education lies at the fringes of the fields of
music education, ethnomusicology, community music, cultural studies and popular
music studies. The Routledge Research Companion to Popular Music Education is the
first book-length publication that brings together a diverse range of scholarship in
this emerging field. Perspectives include the historical, sociological, pedagogical,
musicological, axiological, reflexive, critical, philosophical and ideological.
Gareth Dylan Smith is Research Fellow at the Institute of Contemporary Music
Performance in London, UK.
Zack Moir is a Lecturer in Popular Music at Edinburgh Napier University and
the University of the Highlands and Islands, UK.
Matt Brennan is a Chancellor’s Fellow of Music at the University of Edinburgh
and has served as Chair of the UK and Ireland branch of the International Associa-
tion for the Study of Popular Music (IASPM).
Shara Rambarran is Assistant Professor of Music at the Bader International
Study Centre, Queen’s University, Canada.
Phil Kirkman is Principal Lecturer at Anglia Ruskin University, UK.

The Routledge
Research Companion
to Popular Music
Education
Edited by Gareth Dylan Smith,
Zack Moir, Matt Brennan,
Shara Rambarran and Phil Kirkman
First published 2017
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2017 Gareth Dylan Smith
The right of Gareth Dylan Smith to be identified as author of this work
has been asserted by him in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical or
other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN: 978-1-4724-6498-9 (hbk)
ISBN: 978-1-315-61344-4 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
Contents
List of contributors x
PART I
Introduction 1
1 Foreword 3
Lucy Green
2 Popular music education (r)evolution 5
Gareth Dylan Smith, Zack Moir, Matt Brennan,
Shara Rambarran and Phil Kirkman
3 Popular music education: a step into the light 14
Rupert Till
PART II
Past, present and future 31
4 The historical foundations of popular music education in
the United States 33
Andrew Krikun
5 Navigating the space between spaces: curricular change in
music teacher education in the United States 46
David A. Williams and Clint Randles
6 Developing learning through producing: secondary
school students’ experiences of a technologically aided
pedagogical intervention 60
Aleksi Ojala
v
Contents
7 A historical review of the social dynamics of school music
education in Mainland China: a study of the political
power of popular songs 74
Wai-Chung Ho
8 Towards 21st-century music teaching-learning: reflections
on student-centric pedagogic practices involving popular
music in Singapore 87
Siew Ling Chua and Hui-Ping Ho
9 Popular music education in Hong Kong: a case study of
the Baron School of Music 100
Hei Ting Wong
10 Mediations, institutions and post-compulsory popular
music education 114
Seán McLaughlin
11 Where to now? The current condition and future
trajectory of popular music studies in British universities 127
Simon Warner
12 Parallel, series and integrated: models of tertiary popular
music education 139
Gavin Carfoot, Brad Millard, Samantha Bennett and
Christopher Allan
PART III
Curricula in popular music 151
13 Do the stars know why they shine? An argument for
including cultural theory in popular music programmes 153
Emma Hooper
14 ‘I’ve heard there was a secret chord’: do we need to teach
music notation in UK popular music studies? 166
Paul Fleet
15 ‘Art’ to artistry: a contemporary approach to
vocal pedagogy 177
Diane Hughes
vi
Contents
16 Defeating the muse: advanced songwriting pedagogy and
creative block 190
Jo Collinson Scott
17 Missing a beat: exploring experiences, perceptions and
reflections of popular electronic musicians in UK higher
education institutions 203
Paul Thompson and Alex Stevenson
18 Artists to teachers – teachers to artists: providing a space
for aesthetic experience at secondary schools through
popular music 217
Axel Schwarz and David-Emil Wickström
19 Musical listening: teaching studio production in an
academic institution 231
Eirik Askerøi and André Viervoll
20 Popular music and Modern Band principles 243
Bryan Powell and Scott Burstein
PART IV
Careers, entrepreneurship and marketing 255
21 Professional songwriting: creativity, the creative process
and tensions between higher education songwriting and
industry practice in the UK 257
Matt Gooderson and Jennie Henley
22 Popular music pedagogy: dual perspectives on DIY musicianship 272
Don Lebler and Naomi Hodges
23 Towards a framework for creativity in popular music degrees 285
Joe Bennett
24 Re-Mixing Popular Music Marketing Education 298
Ray Sylvester and Daragh O’Reilly
25 University music education in Colombia: the
multidimensionality of teaching and training 313
Luz Dalila Rivas Caicedo
vii
Contents
26 Popular music entrepreneurship in higher education:
facilitating group creativity and spin-off formation
through internship programmes 328
Guy Morrow, Emily Gilfillan, Iqbal Barkat and Phyllis
Sakinofsky
27 Teaching music industry in challenging times: addressing
the neoliberal employability agenda in higher education at
a time of music-industrial turbulence 341
Michael Jones
PART V
Social and critical issues 355
28 Popular music meta-pedagogy in music teacher education 357
Ian Axtell, Martin Fautley and Kelly Davey Nicklin
29 A place in the band: negotiating barriers to inclusion in a
rock band setting 369
Jesse Rathgeber
30 Teaching the devil’s music: some intersections of popular
music, education and morality in a faith-school setting 382
Tom Parkinson
31 Social justice and popular music education: building a
generation of artists impacting social change 395
Sheila C. Woodward
32 Popular music and (r)evolution of the classroom space:
Occupy Wall Street in the music school 412
Nasim Niknafs and Liz Przybylski
33 Popular music education, participation and democracy:
some Nordic perspectives 425
Catharina Christophersen and Anna-Karin Gullberg
34 Feral Pop: the participatory power of improvised
popular music 438
Charlie Bramley and Gareth Dylan Smith
viii
Contents
35 Epistemological and sociological issues in popular music
education 451
David G. Hebert, Joseph Abramo and Gareth Dylan Smith
Index 479
ix