Gender Differences of Popular Music Production in Secondary Schools

Autor/in	Abramo, Joseph Michael
Titel	Gender Differences of Popular Music Production in Secondary Schools
Quelle	In: Journal of Research in Music Education, 59 (2011) 1, S. 21-43Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429410396095
Schlagwörter	Forschungsbericht; Music Education; Nonverbal Communication; Females; Gender Differences; Case Studies; Student Participation; Music Activities; Social Environment; Cognitive Style; Teaching Methods; Secondary School Students + Suchen Sie Ihr Suchwort? Musikerziehung; Non-verbal communication; Nonverbale Kommunikation; Weibliches Geschlecht; Geschlechterkonflikt; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Musikalische Aktion; Soziales Umfeld; Cognitive styles; Kognitiver Stil; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler
Abstract	In this case study, the author investigated how students' gender affected their participation in a secondary popular music class in which participants wrote and performed original music. Three same-gendered rock groups and two mixed-gendered rock groups were observed. Would students of different genders rehearse and compose differently? How would same-gendered processes compare to mixed-gendered processes? Research suggests that girls learn differently from boys and that gender--as distinct from sex--is formed in social environments. In research on popular music education, however, the participation of girls has been under-documented and under-theorized. This study found that boys and girls rehearsed and composed differently: Whereas the boys combined musical gestures and nonverbal communication into a seamless sonic process, the girls separated talk and musical production. In the mixed-gendered groups, tensions arose because participants used different learning styles that members of the opposite gender misunderstood. Broadening popular music pedagogies to incorporate different practices is suggested. (Contains 1 note.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10