cfa mu 777 ol music education i: philosophy and history of music education vicky boucher serious vs...

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CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular Serious vs Popular

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Page 1: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

CFA MU 777 OL

Music Education I: Philosophy and History of Music Education

Vicky Boucher

Serious vs PopularSerious vs Popular

Page 2: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Serious vs PopularSerious vs Popular

• Definitions and connotations

• History and validity

• Impact on music education

• Recommendations

Page 3: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Serious MusicSerious Music

Page 4: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Serious MusicSerious Music

Art music

Classical music

Folk music

Romantic, Folk, Popular, Modern

ContemporaryClassical + Romantic +

=Serious music

Page 5: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

PopularPopular MusicPopular Music

Page 6: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

PopularPopular MusicMusic

Mass-disseminated music of recent centuries. The 18th and 19th centuries saw the development, chiefly in Europe and America, of a genre distinct from both folk and classical or art music. It differed from the form in being composed and notated and in developing a musical style not distinctive of a certain region or ethnic group. Though many early pieces of popular music shared general features with classical music of the day, they were briefer and simpler, making fewer demands on both performer and listener.

– The New Harvard Dictionary of Music

• Mass audience• Short “life spans”• Simple forms and structure

Page 7: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Serious vs PopularSerious vs PopularConnotations Connotations

their music

elitist

upper class

older people

then

requiring subsidy

our music

populist

lower class

younger people

now

commercial

Page 8: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Opera

Page 9: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

What’s Opera, Doc?

Page 10: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Apocalypse Now

Page 11: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular
Page 12: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Jazz and beyond

Ragtime Blues

Page 13: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Music lies on a spectrumSerious music is used in pop culturePopular music has the potential to be

serious musicThe lines that are drawn between styles

are generally arbitrary and self-serving

Page 14: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Serious vs PopularSerious vs PopularConnotations Connotations

their music

elitist upper class older people then

requiring subsidy

our music

populistlower classyounger peoplenow

commercial

a variety of music

from a variety of people

from different times

for different uses

Page 15: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

Music EducationMusic Education

• Student disconnect

• Teacher bias

Page 16: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

RecommendationsRecommendations

• Start with what they know

• Mix relevance with history

• Use popular music and serious music interchangeably to teach concepts

• Eliminate the global use of the term “classical music”

Page 17: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular
Page 18: CFA MU 777 OL Music Education I: Philosophy and History of Music Education Vicky Boucher Serious vs Popular

References

Blacking, John. 1981. Making artistic popular music: The goal of true folk. Popular Music 1: 9-14.

Booth, Gregory D. and Terry Lee Kuhn. 1990. Economic and transmission factors as essential elements in the definition of folk, art, and pop music. The Musical Quarterly 74, no. 3: 411-438.

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

Gorbman, Claudia. 1987. Unheard melodies: Narrative film music. Bloomington, Indiana: University Press.

Griffiths, Dai. 1999. The high analysis of low music. Music Analysis 18, no. 3: 389-435.Hamm, Charles. 1986. Popular music. In The new harvard dictionary of music, ed. Don Michael

Randel:646-649. Cambridge, Mass.: Harvard University Press.Lowe, Melanie. 2002. Claiming amadeus: Classical feedback in american media. American

Music 20, no. 1: 102-119.MacCluskey, Thomas. 1979. Peaceful coexistence between pop and the classics. Music

Educators Journal 65, no. 8: 54-57.Parakilas, James. 1984. Classical music as popular music. The Journal of Musicology 3, no. 1:

1-18.Rieger, Jon H. 1973. Overcoming the phoniness/stuffiness/jeweled-dowager syndrome with

young people. Music Educators Journal 59, no. 9: 29-32.Ross, Alex. 2003. Rock 101: Academia tunes in. The New Yorker.________. 2006. 2006 school of music convocation address. Northwestern University.Sweeney-Turner, Steve. 1994. Trivial pursuits? Pop music: Is it serious to be silly? Asks steve

sweeney turner. The Musical Times 135, no. 1814: 216-219.Witkin, Mitzi. 1994. A defense of using pop media in the middle-school classroom. The English

Journal 83, no. 1: 30-33.