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首页> 外文学位 >'They wasn't makin' my kinda music': Hip-hop, schooling, and music education.
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'They wasn't makin' my kinda music': Hip-hop, schooling, and music education.

机译：“它们不是我喜欢的音乐”：嘻哈音乐，教育和音乐教育。

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摘要

With the ambition of informing place consciousness in music education by better understanding the social contexts of hip-hop music education and illuminating potential applications of hip-hop to school music settings, the purpose of this research is to explore the sociocultural aspects of hip-hop musicians' experiences in music education and music schooling. In particular, this study is informed by the following questions:;1. How do sociocultural contexts (particularly issues of race, space, place, and class) impact hip-hop musicians and their music?;2. What are hip-hop musicians' perceptions of school and schooling?;3. Where, when, how, and with whom do hip-hop musicians develop and explore their musical skills and understandings? The use of an emergent design in this work allowed for the application of ethnographic techniques within the framework of a multiple case study. One case is an amateur hip-hop musician named Terrence (pseudonym), and the other is myself (previously inexperienced as a hip-hop musician) acting as participant observer.;By placing Terrence and myself within our various contexts and exploring these contexts' influences on our roles as hip-hop musicians, it is possible to understand better who we are, where and when our musical experiences exist(ed), and the complex relationships between our contexts, our experiences, and our perceptions. Employing both authenticity and identity as dynamic and performative concepts, findings demonstrate that these elements can have an important impact on musical experiences and perceptions.;My history as a professional educator and Terrence's perspective as a high school dropout offer a valuable contrast of beliefs, values, and assumptions about school and education. Exploring Terrence's experiences with and perceptions of school provide additional material for placing him as a musician and learner and also allow for a critical investigation of my own perspectives. Recognizing my privileged and assumption-laden perspectives offers valuable layers of nuance toward better understanding the relationships between schools, those who school, and those who are schooled.;In addition to exploring Terrence's musical learning experiences, I participate in the study as a novice hip-hop beat producer under Terrence's mentorship. Investigating our musical teaching and learning delivers compelling findings toward better understanding music education as it exists outside of school. The relationships between collaborators, the spaces in which they work, and the backgrounds that inform their perspectives all perform important roles in the development of applicable music skills in a practice far more complicated and demanding than I had initially imagined.;Terrence's experiences with and perceptions of music, school, and education challenge many of my preconceived notions and offer important considerations for music educators. My experiences as both researcher and case in this project reveal complex issues of privilege and provide opportunities to better understand and confront these issues. I ultimately contend that hip-hop cultures possess the potential for critical improvements in some school music settings and that music educators might consider making a place for hip-hop within scholarship and practice.
机译：通过更好地了解嘻哈音乐教育的社会背景并阐明嘻哈在学校音乐环境中的潜在用途，从而在音乐教育中传达场所意识的雄心壮志，本研究的目的是探索嘻哈的社会文化方面。音乐家在音乐教育和音乐教育方面的经验。特别是，该研究有以下问题：1。社会文化背景（特别是种族，空间，地点和阶级问题）如何影响嘻哈音乐人及其音乐？; 2。嘻哈音乐人对学校和学校的看法是什么？; 3。嘻哈音乐家在哪里，何时，如何以及与谁一起发展和探索他们的音乐技能和理解？在这项工作中使用紧急设计允许在多个案例研究的框架内应用人种志技术。一个案例是一个业余的嘻哈音乐家，名为Terrence（化名），另一个案例是我本人（以前没有做过嘻哈音乐家）作为参与者观察者;通过将Terrence和我本人置于我们的各种环境中并探索这些环境来实现。''通过影响我们作为嘻哈音乐人的角色，可以更好地了解我们是谁，在何时何地存在我们的音乐经验，以及我们之间的复杂关系，我们的经验和我们的看法。研究结果利用真实性和身份作为动态和表演性的概念，发现这些元素可以对音乐体验和感知产生重要影响。；我作为专业教育者的历史以及特伦斯作为高中辍学者的观点提供了信念，价值观的宝贵对比，以及关于学校和教育的假设。探索特伦斯在学校的经历和看法为他成为音乐家和学习者提供了额外的材料，也使我可以对我的观点进行批判性研究。认识到我的特权和充满假设的观点为更好地理解学校，在校学生和受教育者之间的关系提供了宝贵的细微差别；;除了探索Terrence的音乐学习经验之外，我还以新手的身份参加了这项研究。 -在Terrence的指导下击败制作人。对我们的音乐教学和学习进行调查，可以得出令人信服的发现，可以更好地理解学校以外的音乐教育。协作者之间的关系，他们所工作的空间以及表达其观点的背景都在实用音乐技能发展方面起着重要作用，而这种实践远比我最初想象的要复杂和苛刻。特伦斯的经历和看法音乐，学校和教育方面的知识挑战了我许多先入为主的观念，并为音乐教育者提供了重要的考虑因素。我作为该项目的研究人员和案例的经验揭示了特权的复杂问题，并为更好地理解和应对这些问题提供了机会。我最终认为，嘻哈文化在某些学校音乐环境中具有重大改进的潜力，音乐教育者可能会考虑在学术和实践中为嘻哈音乐创造一席之地。

著录项

  • 作者

    Kruse, Adam J.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Music education.;Educational sociology.;Music.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 244 p.
  • 总页数 244
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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