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Popular music in school: beyond the familiar?
Örebro University, School of Music, Theatre and Art.ORCID iD: 0000-0002-3758-7541
2011 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper is grounded in a hermeneutic view of Bildung. The hermeneutic tradition holds that an encounter between the familiar and the unfamiliar is necessary to lead to a new understanding. Whenever ‘we ourselves’, our understanding and earlier experiences, encounter the unknown, others’ experiences, or new ideas – there is the potential for us to change fundamentally. In such a Bildung process it is necessary that we change perspective. Understanding ’the Other’ also requires us to dare to view the ingrained or familiar with different eyes. This is a chief issue in education.In Swedish music education, (some) popular music and (some of the) students’ ‘own’ music plays a significant and concrete part. According to both research studies and the national evaluation from 2003 music teachers in Sweden are striving to connect with students’ music preferences, leisure-related knowledge and interests. The problem is that this ambition not seems to be inclusive of all groups of students or musical experiences. Regardless of whether students or teachers choose the repertoire, it often involves music that students know well and the selections of styles within pop- and rock genres also appear to be limited.Undoubtedly, music education needs to address and include a variety of students’ personal experiences in the school context. Equally unequivocal is that school is a part of the society, as is popular culture. Consequently, schools and music education need to strive towards an understanding of this culture. But schools also have a democratic responsibility to give the students the social as well as the cultural capital they need to be able to meet, understand and co-operate with other human beings from a variety of cultures in the broadest sense. These resources might no longer be connected to either lofty or everyday music, but cultural multiplicity or competence doesn’t arise on its own. (Music) education has the potential to contribute to a thriving multitude that will encourage solidarity, acceptance and awareness. How music education can contribute to a playful, critical, musical and educational dialogue between different experiences – between the known and the unknown – is an important challenge for music educators as well as for music educational research.

Place, publisher, year, edition, pages
2011.
National Category
Musicology
Research subject
Musicology esp. Musical Education; Musicology
Identifiers
URN: urn:nbn:se:oru:diva-14535OAI: oai:DiVA.org:oru-14535DiVA, id: diva2:396412
Conference
Symposium; Music education in Nordic schools – a critical examination from diversity and democracy perspectives. Nordic Network for Research in Music Education 2011
Note

 

Available from: 2011-02-09 Created: 2011-02-09 Last updated: 2017-10-17Bibliographically approved

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Georgii-Hemming, Eva

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf