Sage Journals: Discover world-class research

Abstract

A commonly accepted assumption in music education based on the apprenticeship tradition is that teachers deliver their musical expertise using pedagogically relevant methods that will help them to have effective mastery and control over the process of learning. This article decentres the traditional notion of mastery and pedagogy. Rather, it is suggested that, in line with situated learning theories and research on expertise-based learning, garage rock bands and their informal ways of learning can exemplify how to develop knowledge-building communities and musical expertise in formal music education. However, this approach is not intended to question or replace the need for teachers.

Keywords

apprenticeship communities of practice expertise music education popular music

Get full access to this article

View all access options for this article.

References

Bereiter, C. , & Scardamalia, M. (1993). Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago: Open Court .

Boespflug, G. (1999). Popular music and the instrumental ensemble . Music Educators Journal, 85(6), 33–37 .

Boespflug, G. (2004). Performance and composition perspectives. In C. X. Rodriguez (Ed.), Bridging the gap: Popular music and music education (pp. 191–204). Reston, VA: MENC .

Bowman, W. (2002). ‘Pop’ goes...? Taking popular music seriously. In C. X. Rodriguez (Ed.), Bridging the gap: Popular music and music education(pp. 29–49). Reston, VA: MENC .

Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press .

Dewey, J. (1985). The later works, 1925–1953, Vol. 6: 1931–1932. Ed. J. A. Boydston . Carbondale: Southern Illinois University Press .

Elliott, D. J. (1995). Music matters: A new philosophy of music education. Oxford: Oxford University Press .

Green, L. (2002). How popular musicians learn: A way ahead for music education. London: Ashgate .

Green, L. (2004). What can music educators learn from popular musicians? In C. X. Rodriguez (Ed.), Bridging the gap: Popular music and music education (pp. 225–240). Reston, VA: MENC .

10.

Gullberg, A.-K. (2002). Skolvägen eller garagevägen: Studier av musikalisk socialisation. (By learning or doing: Studies in the socialisation of music). Doctoral thesis No. 2002: 08. School of Music in Piteå. Luleå University of Technology.

11.

Humphreys, J. T. (2004). Popular music in the American schools: What history tells us about the present and the future. In C. X. Rodriguez (Ed.), Bridging the gap: Popular music and music education (pp. 91–105). Reston, VA: MENC .

12.

Lave, J. , & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press .

13.

Regelski, T. A. (1992). The action value of musical experience and learning. In J. Paynter , T. Howell , R. Orton , & P. Seymour (Eds.), Companion to contemporary musical thought, Vol. 1 (pp. 105–127). London: Routledge .

14.

Schrag, F. (1992). Conceptions of knowledge. In P. W. Jackson (Ed.), Handbook of research on curriculum. A project of the American Educational Research Association (pp. 268–301). New York: Macmillan .

15.

Väkevä, L. (2006). Teaching popular music in Finland: What's up, what's ahead? International Journal of Music Education, 24(2), 129–134 .

16.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press .

17.

Woodford, P. G. (2005). Democracy and music education: Liberalism, ethics, and the politics of practice. Bloomington: Indiana University Press .

Garage rock bands: a future model for developing musical expertise?

Abstract

Keywords

Get full access to this article

References