Popular music ensembles in post-secondary contexts: A case study of two college music ensembles.

摘要

The incorporation of popular music into music education settings can provide music educators with a way to stay relevant with the changing times, to recruit students who would-otherwise be excluded by traditional school music ensembles, and to engage students in meaningful musical experiences. The presence of popular music in American school music programs; however, has traditionally been limited to a fringe element of the school music program, or not included at all. A large body of extant literature addresses the inclusion of popular music in school music. Studies examining popular music ensembles in college music programs; however, are sparse.;In this qualitative study I examined popular music ensembles in two college music education settings in the Northeastern United States. The purpose of this study was to examine the perspectives and experiences of the participants with respect to the inclusion of popular music ensembles in colleges. I used a multiple case study design within qualitative methodology and utilized ethnographic techniques including formal interviews, informal conversations, classroom observations, audio and video recordings of student ensemble rehearsals, activities, and performances. Data analysis employed interpretive coding guided by a constant comparative approach.;Data analysis revealed themes with regards to the challenges of implementing popular music ensembles in college settings and from the narratives of the participants. Challenges for the participants in this study included: lack of administrator support; insufficient rehearsal space; expectations of students and colleagues; issues of authenticity; gender inequality; and codifying informal learning practices in college settings. Themes that emerged from the participant narratives included: student benefits; previous experiences that shaped the instructors' approaches to popular music ensembles; and, a need for rethinking music education in American schools.;Suggestions for the music education profession included: rethinking common approaches to music education; including a wide variety of musical genres in school music programs; integrating informal learning practices; learning from other countries that are successfully integrating popular music into music education settings; using jazz as a cautionary tale when examining how popular music should be included in music education practices; and embracing the social benefits of popular music integration in school music programs.