Engaging with Popular Music from a Cultural Standpoint: A Concept-Oriented Framework

Autor/in	Niknafs, Nasim
Titel	Engaging with Popular Music from a Cultural Standpoint: A Concept-Oriented Framework
Quelle	In: Music Educators Journal, 106 (2019) 1, S.25-30 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432119855693
Schlagwörter	Music; Transformative Learning; Music Education; Teaching Methods; Guidelines; Cross Cultural Studies; Music Teachers; Social Justice; Cultural Awareness; Social Values; Social Problems; Activism; Political Influences + Suchen Sie Ihr Suchwort? Musik; Pädagogische Transformation; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Cultural comparison; Kulturvergleich; Music; Teacher; Teachers; Musiklehrer; Soziale Gerechtigkeit; Cultural identity; Kulturelle Identität; Sozialer Wert; Social problem; Soziales Problem; Aktivismus; Politischer Protest; Political influence; Politischer Einfluss
Abstract	The last two decades in the North America have seen a resurgence of scholarly and practitioner activities advocating for integrating more popular music in music classrooms both through repertoire and pedagogy. However, the emphasis has been on Western-oriented popular music practices, neglecting those of other cultures, even though there is a major increase in population diversity occurring in the United States and Canada. This article examines the concept-oriented framework, through which, instead of exploring popular music geographically, one can engage with the wider concept of popular music across cultures. The framework consists of a central concept selected by music teachers and students and is contextualized by various areas of exploration. Popular music can play an influential, transformative, and socially just role in improving numerous situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01