How Popular Musicians Learn in the Postdigital Age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten.

Autor/inn/en	Godau, Marc; Haenisch, Matthias
Titel	How Popular Musicians Learn in the Postdigital Age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten. Paralleltitel: How popular musicians learn in the postdigital age. Results of a study on the sociomateriality of bands' songwriting in informal contexts.
Quelle	Aus: Weidner, Verena (Hrsg.); Rolle, Christian (Hrsg.): Praxen und Diskurse aus Sicht musikpädagogischer Forschung. Practices and Discourses from the Perspective of Music Educational Research. Münster: Waxmann (2019) S. 51-68 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Musikpädagogische Forschung. 40
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-4048-7
URN	urn:nbn:de:0111-pedocs-207042
Schlagwörter	Informelles Lernen; Lernen; Komponieren; Musikpädagogik; Popmusik; Praxeologie; Musiker; Prozess; Studie
Abstract	The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.).
Erfasst von	Professur für Musikpädagogik an der NORD Universität Levanger
Update	2020/2