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. In: Proceedings of the New Zealand National Music Education Conference, pp. 63-69. From: New Zealand National Music Education Conference, 6 – 10 July 2009 , Christchurch, New Zealand.

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Abstract

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 ID: 11171
Item Type: Conference Item (Refereed Research Paper - E1)
Keywords: popular music; music education; teaching and learning
Additional Information:

Conference theme "Music '09 Modulations 2009"

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ISBN: 978-0-473-16157-6
Date Deposited: 17 Jun 2010 05:37
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%
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