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Abstract

Popular music is pervasive in our culture and in the lives of our students. Its inclusion in music education curricula requires authentic approaches through collaborative informal learning processes. It has been our experience that college students may be notation dependent and while they may recognize and utilize informal processes outside the classroom, they have not pedagogically considered its use in their future classrooms. This article revolves around the experiences of American University students in one secondary general music methods classroom and their engagement of informal learning processes in order to foster a vision and formulate a pedagogical plan for the incorporation of popular music in the classroom. From the instructors’ perspective a three-fold process occurred that enabled meaningful engagement in this experience, that of: (1) disequilibrium; (2) breaking down existing barriers; and (3) student transformation. Corporately we discovered the inclusion of popular music unleashed a thriving discourse concerning connection and relevancy to students’ lives.

La musique populaire dans l’enseignement des professeurs

La musique populaire est répandue dans la culture américaine et dans la vie des élèves américains. Son introduction dans les curriculums de l’enseignement musical nécessite des prises de charge authentiques à travers des processus d’apprentissage informels et collaboratifs. Selon nos expériences, il se trouve que les étudiants post-baccalauréat ont tendance à se rabattre sur leurs compétences avec la notation musicale formelle. Bien qu’ils connaissent et utilisent des processus plus informels en dehors de la salle de classe, ceux-ci pas pris en considération en tant qu’outil pédagogique dans un futur cours. Cet article traite des expériences des élèves de l’American University dans un cours au lycée sur les méthodes musicales générales, discutant de la manière dont des processus informels d’apprentissage ont inculqué une vision commune et ont aidé à formuler un dispositif pédagogique qui facilite l’incorporation de la musique populaire dans la salle de classe. Du point de vue des enseignants, le processus s’est déroulé en trois étapes, permettant aux expériences de prendre de l’essor: (1) le déséquilibre, (2) l’éclatement des barrières existantes, et (3) la transformation des élèves. Globalement, on a découvert que l’introduction de la musique populaire déclenche un discours enrichissant sur sa pertinence dans la vie des étudiants.

Populär Musik in der Lehrererziehung

Populär Musik ist in unserer Kultur und im Leben unserer Studenten allgegenwärtig. Die Einbeziehung in die Lehrpläne der Musikerziehung verlangt einen authentischen Zugang über einen gemeinsamen, informellen Lernprozess. Unsere Erfahrung war es, dass College Studenten abhängig von Noten waren, und während dem sie zwar informelle Lernprozesse ausserhalb der Schule brauchten und feststellten, hatten sie es aus pädagogischer Sicht nicht in Betracht gezogen, dies in Zukunft auch in der Schule zu benutzen. Dieser Artikel dreht sich rund um ein Experiment mit Studenten einer amerikanischen Universität innerhalb einer normalen Unterrichtsmethode für Sekundarschulen und ihrem Engagement für informale Lernprozesse, zwecks Ermöglichen von Zukunftsvorstellungen und dem Ausformulieren eines pädagogischen Planes für die Integration der Populär Musik in der Schule.Aus der Sicht der Lehrer bedarf es eines dreiteiligen Prozesses um ein sinnvolles Engagement in diesem Experiment zu ermöglichen, bestehend aus: (1). Desequilibrieren; (2) existierende Barrieren durchbrechen; (3) Transformation der Studenten.Gemeinsam entdeckten wir, dass der Einbezug von Populär Musik einen blühenden Diskurs auslöste, der sich auf die Verbindung und den Bezug zum Leben der Studenten bezog.

La música popular en la formación del profesorado estadounidense: una mirada a un curso de métodos en Secundaria

La música popular es un fenómeno omnipresente en nuestra cultura y en las vidas de nuestros estudiantes. Su inclusion en los programas de educación musical requiere de enfoques auténticos a través de procesos de aprendizaje informales y colaborativos. En nuestra experiencia, muchos estudiantes universitarios dependen del uso de la notación musical, y aunque pueden reconocer y utilizar procesos informales fuera del aula, no han considerado su aplicación pedagógica en las aulas en las que trabajarán en el futuro. Este artículo gira en torno a las experiencias de estudiantes de la American University en una clase de métodos de educación musical en Secundaria y su vinculación con procesos de aprendizaje informal con el fin de fomentar la reflexión y formular un plan pedagógico para la incorporación de la música popular en el aula. Desde la perspectiva de los profesores, tuvo lugar un proceso de tres dimensiones que posibilitó un compromiso significativo con esta experiencia: (1) desequilibrio; (2) eliminación de las barreras existentes; y (3) transformación de los estudiantes. Descubrimos que la inclusión de la música popular desencadenó un discurso próspero que permitió establecer conexiones y resultó relevante para las vidas de los estudiantes.

Keywords

classroom music learning identity informal learning popular music student transformation teacher education

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Popular music in American teacher education: A glimpse into a secondary methods course

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