Classical versus pop in Music Education

• Autores: Robert Walker
• Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 163, 2005, págs. 53-60
• Idioma: inglés
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• Resumen

  • North et al (2000) reported that teenage students rate popular music more highly than classical in both listening and performing. Self-gratification and pressure from parents, teachers, or peers were important. Media pressure rather than educational experiences seemed to figure largely. A comparison group was contacted where no media or popular music pressure existed, and where classical musical experiences were institutionally and culturally supported. Powerful emotional engagement and identification with classical music was reported. Comparison suggests that where music fails to engage students the impact of media pressure increases but where high quality music is institutionally and culturally embedded, it becomes important to young people.