This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Seifried, S. Search for Related Content Social Bookmarking                         What's this?

Exploring the outcomes of rock and popular music instruction in high school guitar class: a case study

Fairfax, VA, public schools and Grace Presbyterian Church, USA

The purpose of this study was to better understand the impact of rock and popular teenage music on public school music education programs. ‘Frankstown Secondary School’ is a large suburban public school offering a guitar program that includes a strong popular music component. Subjects in this study were selected from students enrolled in Frankstown's guitar program. They participated in two rounds of in-depth interviews, which were recorded, transcribed and analyzed. The guitar program at Frankstown emerged as a powerful educational tool. Students who deliberately ‘chose the margin’ or adopted ‘oppositional frames’ found a program that explicitly embraced the margin. Guitar class was a place where the students seemed comfortable; a place where they were able to ‘act out’ their oppositional persona within the larger Frankstown culture – a place that accepted them as they were and was a product of their own negotiations with the instructor and one another.

Key Words: education • guitar • guitar instruction • music • popular music • rock • US public school

International Journal of Music Education, Vol. 24, No. 2, 168-177 (2006)
DOI: 10.1177/0255761406065478


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?