Abstract
In her important text on popular music education, How Popular Musicians Learn, Lucy Green has highlighted that despite popular music’s inclusion in university programmes in the UK for the last 30–40 years, there is still little formal knowledge regarding how popular musicians learn, what their attitudes are to learning and how this relates to popular music pedagogy. Pamela Burnard has made the most comprehensive case for more research into the pedagogy of popular music creativities, demonstrating that “the way in which teachers of different subject domains judge, or capture and report formatively and summatively, the multiplicity of musical creativities and the creative learning processes or the creative product outcomes, still remains unclear” (Burnard, 2012, p. 259; Burnard & Power, 2013). She makes a direct call for the development of new pedagogies and understandings of musical creativities that are inspired by contemporary popular music practice.
| Original language | English |
|---|---|
| Title of host publication | The Routledge Research Companion to Popular Music Education |
| Editors | Gareth Dylan Smith, Zack Moir, Matt Brennan, Shara Rambarran, Phil Kirkman |
| Publisher | Routledge |
| Pages | 190-202 |
| ISBN (Electronic) | 9781315613444, 9781317042013 |
| ISBN (Print) | 9781472464989 |
| Publication status | Published - 1 Feb 2017 |
