[ecrea] Journal of Popular Music Education

Intellect is thrilled to announce the inaugural issue of /Journal of 
Popular Music Education /is now available.

/JPME 1.1 /is available to download for free from 
http://www.ingentaconnect.com/content/intellect/jpme

If you wish to find out more about the journal including how to 
subscribe, please click here 
<http://www.intellectbooks.co.uk/journals/view-issue,id=3241/> or email 
(katy /at/ intellectbooks.com) <mailto:(katy /at/ intellectbooks.com)>

The/Journal of Popular Music Education /was born out of a desire to 
provide a home for scholarship in and around popular music education. 
The journal was perceived in part as a response to what the editors 
perceived as the ongoing balkanization of scholarship in music and 
education, seeking not further to divide, but rather to acknowledge, 
negotiate and traverse partition. The editors aim to curate a journal 
that draws together writing on practical, theoretical, philosophical, 
empirical and interdisciplinary approaches to research around popular 
music education.//

Articles in this issue include (partial list):

(Un)popular music and young audiences: Exploring the classical chamber 
music concert from the perspective of young adult listeners 
<http://www.intellectbooks.co.uk/journals/view-Article,id=23211/>

*Authors: *Lucy K. Dearn and Stephanie E. Pitts

Page Start: 43

This empirical study explores the responses of 40 young people to a 
chamber music concert, considering how their greater experience of 
popular music listening formed a frame of reference for their responses 
to live classical music. Using qualitative methods including the 
‘Write-Draw’ technique to investigate the young people’s responses 
before, during and after the concert, we demonstrate how the emotional, 
responsive listening of popular music conflicted with the etiquette of 
the concert hall and the structures of classical music. The study sheds 
new light on the continued decline of young audiences for classical 
concerts and presents a challenge to music education to equip young 
people for all kinds of live musical experience.

Facilitation in popular music education 
<http://www.intellectbooks.co.uk/journals/view-Article,id=23212/>

*Authors: *Radio Cremata

Page Start: 63

This article explores the evolving role of facilitators in popular music 
education contexts, building on research in music education related to a 
range of topics such as calls for reform, informal learning, 
experiential learning, popular music and technology based music learning 
contexts. A popular music education facilitator employs constructivist 
learning approaches through student-centred experiential processes. A 
series of case studies were conducted at various schools including 
middle schools, high schools and post-secondary contexts. Participants’ 
classroom management styles ranged from low-control to high-control 
facilitation. Student perspectives indicated that facilitation promoted 
democracy, autonomy, diversity, hospitality, differentiation, 
exploration, creativity, collaboration and inclusivity. The findings and 
implications of this research apply to the music education profession, 
calling into question foundations of student-centred learning, autonomy 
and increased student agency in music learning contexts.

The place of practice in tertiary popular music studies: An epistemology 
<http://www.intellectbooks.co.uk/journals/view-Article,id=23207/>

*Authors: *Donna Weston

Page Start: 101

This article explores the potential role of popular music studies when 
integrated into popular music practice programmes in higher education, 
and proposes that purely theoretical popular music studies could inform 
creative practice in the education of popular music practitioners. In 
bringing popular music studies and popular music practice together under 
the banner of popular music education, it is proposed that popular music 
practice educators should consider the study of popu- lar music from a 
sociocultural perspective as well as a practical one. The argument is 
informed by two field reports that map higher education in popular music 
in the United Kingdom and in Australia, respectively, supported by 
responses of students to the integration of popular music studies into 
an Australian popular music prac- tice programme. The findings show that 
students of popular music practice benefit- ted from the inclusion of 
popular music studies into their curriculum through the development of 
critical listening skills and songwriting ability, expansion of a range 
of vocational skills and a stronger sense of purpose within the music 
industry.


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