Break on through to the other side: incorporating popular music into the classroom as a basis for musical understanding
Salisbury, David (2009) Break on through to the other side: incorporating popular music into the classroom as a basis for musical understanding. Proceedings of the New Zealand National Music Education Conference. New Zealand National Music Education Conference , 6 – 10 July 2009 , Christchurch, New Zealand , pp. 63-69.
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This paper focuses on issues raised when using contemporary music as a basis for developing student’s musical understanding in the context of classroom music. The school classroom is a notorious site for the entanglement of musical meanings, values and experiences. Perhaps this is particularly so in relation to pupils’ ‘own’ music – the popular field – as against what they often refer to as ‘old people’s music’ – the classical field (Green 2006).
Green’s observation is pertinent to some of the problems music educators face in using contemporary music as a point of engagement with students in the classroom. In spite of these difficulties, Green points out that: … popular music can be educationally valued, both for itself and in relation to its potential for leading pupils out into a wider sphere of musical appreciation (ibid).
The use of technology as a tool for appealing to students is also discussed as well as the issues of digital appropriation, intellectual property and the lack of boundaries the world-wide-web has created in cyberspace.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
Conference theme "Music '09 Modulations 2009"
|Keywords:||popular music; music education; teaching and learning|
|FoR Codes:||19 STUDIES IN CREATIVE ARTS AND WRITING > 1904 Performing Arts and Creative Writing > 190409 Musicology and Ethnomusicology @ 100%|
|SEO Codes:||95 CULTURAL UNDERSTANDING > 9501 Arts and Leisure > 950101 Music @ 100%|
|Deposited On:||17 Jun 2010 15:37|
|Last Modified:||12 Feb 2011 03:46|
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