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Powell and Burstein Article Response

Powell and Burstein's article, Popular music and Modern Band Principles highlighted different perspectives and approaches towards pedagogy, music learning, and the relevance of popular music. Firstly, I found it interesting to read about the relationship between approximation and music learning. The article stated that “approximation is best understood as the process by which students create and replicate versions of songs that, while not without flaws, are close enough to the original piece to be both fulfilling and educational for the student”. I had never thought the approximation theory had anything to do with music knowledge and pedagogy, so this was interesting and quite surprising to hear. Additionally, teachers can encourage students to try approximation in order to create a setting which welcomes musical amateurism. Something else that interested me was the concept of music as a second language (MSL). MSL’s approach focuses on learning music in the way second languages are sometimes learned because this approach suggests the process of learning music knowledge is similar to that of learning how to speak a second language. I find myself agreeing with this theory because music does have a similar complexity to it that is comparable to that of languages and, being a musician, I know that music knowledge takes time and practice to develop, just like languages do. It was also interesting to read that one of the ways to create a low-anxiety environment for students is by using ‘input plus one’. This is to say that the teacher takes what the student is comfortable with and introduces a single new concept to work on at a time. Popular music is easily able to do this because many songs have very few harmonies and simple riffs; this makes it rather uncomplicated for both teachers and students to simplify the learning of a song into small, more accessible steps.

It surprised me to read that music performance anxiety (MPA) can develop in children as young as eight years old (third grade). This also frustrated me to hear because, despite MPA being very common and widely researched, it is hardly talked about in teacher education or classroom settings. Further, reading about how “‘teachers observe their students experiencing MPA related to performances, examinations or auditions, but few have the prerequisite skills to manage the condition’” also upset me. Given that so many people struggle with MPA, it should be discussed and taught in music classrooms along with coping mechanisms and such.

I would like to tell the authors that I found this article to be an interesting and refreshing take on music learning and pedagogy. In my opinion, there is too much of the same perspective (that of teaching classical music and pushing aside popular music, composition, and the like) in traditional approaches to music education, and reading about the unique ways in which students can be exposed to a variety of musics and knowledge was very intriguing and enjoyable.

Hi Marissa,

 

Thanks for your response and for directly relating it to specific concepts that you learned about within the article and how they may have influenced your thinking. Could you tell me a bit more about why you found particular concepts interesting, such as what you learned about approximation theory? If music performance anxiety was more widely approached within teacher education or classroom settings, how do you think that would impact students struggling with it? Do you think MPA can ever be completely taken away from someone who struggles with it? I’m happy to hear that you found this article to be refreshing, presenting a new form of music learning and pedagogy. How could you possibly incorporate what you’ve learned here in your future, “ideal” music classroom?

 

Thanks,

 

Laura

Hi Laura,

​

I think if MPA was more widely approached in classroom settings students and performers wouldn't feel so alone and singled out when they are experiencing it. As well, I think students would be better equipped to deal with it and learn to develop effective coping mechanisms. I don't think MPA can ever be completely taken away from someone who struggles with it; however, I think overtime the person can significantly improve how much they let it affect them. I struggle a lot with MPA and am still trying to find helpful coping mechanisms so it definitely is a lengthy, time-consuming process, but I think MPA can certainly be more controlled.

 

Thanks,

 Marissa

Powell, B., & Burstein, S. (2017). Popular music and Modern Band principles. http://ebookcentral.proquest.com/lib/west/detail.action?docID=4790155.

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