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A Pedagogy of Popular Music Through Technology and Aesthetic Education Jordan Mroziak Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 1-1-2017 Exiles on Main Street: A Pedagogy of Popular Music Through Technology and Aesthetic Education Jordan Mroziak Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Mroziak, J. (2017). Exiles on Main Street: A Pedagogy of Popular Music Through Technology and Aesthetic Education (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/142 This Worldwide Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. EXILES ON MAIN STREET: A PEDAGOGY OF POPULAR MUSIC THROUGH TECHNOLOGY & AESTHETIC EDUCATION A Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Education By Jordan Mroziak May 2017 Copyright by Jordan Mroziak 2017 EXILES ON MAIN STREET: A PEDAGOGY OF POPULAR MUSIC THROUGH TECHNOLOGY & AESTHETIC EDUCATION By Jordan Mroziak Approved February 21, 2017 ________________________________ ________________________________ Gary Shank, Ph. D. Judith Bowman, Ph. D. Professor of Instructional Technology and Professor of Music Education & Music Education Technology (Committee Co- Chair) (Committee Co-Chair) ________________________________ ________________________________ Jason Margolis, Ph. D. Professor of Instruction and Leadership (Committee Member) ________________________________ ________________________________ Cindy M. Walker, Ph.D. Misook Heo, Ph. D. Dean, School of Education Chair, Instructional Technology Professor of Instructional Technology iii ABSTRACT EXILES ON MAIN STREET: A PEDAGOGY OF POPULAR MUSIC THROUGH TECHNOLOGY & AESTHETIC EDUCATION By Jordan Mroziak May 2016 Dissertation supervised by Dr. Gary Shank and Dr. Judith Bowman This dissertation investigates the application of instructional technology within the specific context of popular music education. Synthesizing the work of Mishra & Koehler (2006) and Bauer (2014), this dissertation operationalizes a broader, more contemporary definition of instructional technology that goes beyond the traditional conception of mere instructional tool towards one that is more protean, unstable, and opaque. Research questions about technology’s impact on music education are central to this curriculum study and evolve into considerations on how the relationship of popular music and instructional technology shape a pedagogy for popular music education. Making use of principles rooted in aesthetic education, critical pedagogy, and TPACK, the curriculum created fulfills the requirements of an undergraduate program in music education mapped onto the National Association of Schools of Music standards. iv Presented along with a standards map are course overviews, syllabi, and lesson plans that specifically make use of the theoretical backgrounds discussed. v TABLE OF CONTENTS Page 1. PROBLEM ...............................................................................................................................1 Introduction ......................................................................................................................1 Current Field of Practice ..................................................................................................1 Problem & Purpose ..........................................................................................................9 Statement of Intent ...........................................................................................................10 Research Questions ..........................................................................................................13 2. REVIEW OF LITERATURE ..................................................................................................16 Introduction ......................................................................................................................16 Music and Identity ...........................................................................................................16 Music Education and Popular Music ...............................................................................26 Formal/Informal/Nonformal Learning .............................................................................38 Implications of Music’s Instructional Technology ..........................................................45 Relevance and Engagement .............................................................................................55 Signature Pedagogy in Three Parts ............................................................................57 Surface Structure: Establishing and Maintaining Authenticity ...........................57 Deep Structure: Fostering Greater Awareness in the Arts ...................................61 Implicit Structure: Valuable Experiences in Popular Music Education ..............66 Instructional Technology: Interwoven, Inextricable, and Intentional ..................70 Pre-Service Education: Reshaping the Field of Practice .....................................74 Summary of Literature Review ........................................................................................76 3. METHODOLOGY ..................................................................................................................80 Introduction ......................................................................................................................80 Methods of Curricular Inquiry .........................................................................................80 Data Collection & Analysis: Curricular Integration ........................................................82 Curricular Redesign .........................................................................................................83 vi Curricular Mapping ..........................................................................................................85 Instructional Materials .....................................................................................................85 Summary ..........................................................................................................................86 4. CURRICULAR DOCUMENTS AND EXPLICATION .........................................................87 Introduction ......................................................................................................................87 Curricula Comparison ......................................................................................................89 NASM Competency Chart ...............................................................................................95 Course Overviews ............................................................................................................110 Critical Pedagogy and Music Education Techniques ................................................112 Song Writing Collaborative .......................................................................................114 Protest Music Through Visual Culture ......................................................................116 Musicianship I: Aural/Oral ........................................................................................118 Movement, Stage Presence, and Visual Presentation ................................................120 Circuitry Code and Making .......................................................................................122 Performing Race, Class, and Gender in Popular Music Culture................................124 Hip-Hop Recording Team..........................................................................................126 History of Popular Music (1750–1940) .....................................................................128 Syllabi ..............................................................................................................................130 Critical Pedagogy and Music Education Techniques ................................................131 Creativity in Popular Music Technologies ...............................................................136 Popular & Traditional Music Education in Dialogue ...............................................140 Lesson Plans.....................................................................................................................145 Critical Pedagogy and Music Education Techniques ................................................146 Song Writing Collaborative .......................................................................................149 Application of Theories in Specific Courses ...................................................................152 Application of Theories Throughout the Curriculum ......................................................162 Summary ..........................................................................................................................165 vii 5. SUMMARY AND SUGGESTIONS FOR FUTURE RESEARCH ........................................167 Summary ..........................................................................................................................167 Suggestions for Future Research .....................................................................................169 Bibliography ................................................................................................................................171
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