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Teachers the world over are discovering the importance and benefits of incorporating popular culture into the music classroom. The cultural prevalence and the students' familiarity with recorded music, videos, games, and other increasingly accessible multimedia materials help enliven course content and foster interactive learning and participation. Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from American Idol to YouTube provides ideas and techniques for teaching music classes using elements of popular culture that resonate with students' everyday lives. From popular songs and genres to covers, mixes, and mashups; from video games such as Dance Dance Revolution and Guitar Hero to television shows like American Idol, this exciting collection offers pedagogical models for incorporating pop culture and its associated technologies into a wide variety of music courses.

Biamonte has collected well-rounded essays that consider a variety of applications. After an introduction, the essays are organized in 3 sections. The first addresses general tools and technology that can be incorporated into almost any music class: sound-mixing techniques and the benefits of using iPods and YouTube. The middle section uses popular songs, video games, or other aspects of pop culture to demonstrate music-theory topics or to develop ear-training and rhythmic skills. The final section examines the musical, lyrical, or visual content in popular songs, genres, or videos as a point of departure for addressing broader issues and contexts. Each chapter contains notes and a bibliography, and two comprehensive appendixes list popular song examples for teaching harmony, melody, and rhythm. Two indexes cross-reference the material by title and by general subject. While written with college and secondary-school teachers in mind, the methods and materials presented here can be adapted to any educational level.

Tabla de contenidos provista por Syndetics

• Introduction(p. v)
• Part I General Tools
• 1 Appreciating the Mix: Teaching Music Listening Skills through Sound-Mixing Techniques(p. 3)
• 2 Pod-Logic: A Guide to Getting the Most out of Your iPod in the Music Classroom(p. 19)
• 3 Global Connections via YouTube: Internet Video as a Teaching and Learning Tool(p. 29)
• Part II Teaching Musicianship and Music Theory
• 4 Popular Music in the College Music Theory Class: Rhythm and Meter(p. 47)
• Appendix A Selected Resources for Popular Music Drum Patterns and Rhythm Software(p. 63)
• Appendix B Selected Examples of Rhythms and Meters in Popular Music(p. 64)
• 5 Teaching Traditional Music Theory with Popular Songs: Pitch Structures(p. 73)
• Appendix: Popular-Music Examples for Undergraduate Theory Topics(p. 90)
• 6 Using Pop-Culture Tools to Reinforce Learning of Basic Music Theory as Transformations(p. 95)
• 7 On the Integration of Aural Skills and Formal Analysis through Popular Music(p. 109)
• 8 Musical Representation in the Video Games Guitar Hero and Rock Band(p. 133)
• 9 DDR at the Crossroads: A Report on a Pilot Study to Integrate Music Video-Game Technology into the Aural-Skills Classroom(p. 149)
• 10 Turntablism: A Vehicle for Connecting Community and School Music Making and Learning(p. 173)
• Part III Teaching Music Analysis and Criticism
• 11 Using American Idol to Introduce Music Criticism(p. 187)
• 12 An Analytic Model for Examining Cover Songs and Their Sources(p. 203)
• 13 Cotextuality in Music Video: Covering and Sampling in the Cover Art Video of "Umbrella"(p. 233)
• 14 Vocal Practices and Constructions of Identity in Rap: A Case Study of Young Jeezy's "Soul Survivor"(p. 265)
• 15 Crunkology: Teaching the Southern Hip-Hop Aesthetic(p. 281)
• 16 Mashup Poetics as Pedagogical Practice(p. 307)
• Index(p. 317)
• About the Authors(p. 341)

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CHOICE Review

A dizzying array of technology is now available to assist teachers and students in accessing music. While recorded versions of many genres of music have been readily available for generations, tools such as YouTube.com, Pandora.com, and Grooveshark.com have made a variety of recordings available for free. Additionally, a variety of computer programs and games allow students to mix, analyze, and play with music as never before. In editing Pop-Culture Pedagogy in the Classroom, Biamonte (McGill Univ., Canada) has assembled a timely collection of essays that assist classroom practitioners and those interested in music education. The book deals with pertinent issues such as building listening skills through sound-mixing techniques, integrating aural skills and formal analysis through popular music, and using American Idol to introduce music criticism. The chapters mix explanations of some of the key concepts related to various learning objectives for students with practical ideas and techniques related to how to teach these in the classroom using aspects of popular technology with which students are familiar. A strong complement to Thomas Rudolph's Teaching Music with Technology (2004). Summing Up: Recommended. General readers; upper-division undergraduate students and above. S. T. Schroth Knox College

Notas de autor provistas por Syndetics

Nicole Biamonte is assistant professor of music theory at the University of Iowa. She has published articles in Music Theory Online and Music Theory Spectrum and contributed to the forthcoming collection Rush and Philosophy. She serves on the editorial board of Music Theory Online.