ABSTRACT

Almost twenty years ago, the question of ‘How popular musicians learn’ (Green, [2002]. How popular musicians learn: A way ahead for music education. Hants, England: Ashgate Publishing Limited) catalyzed a paradigm shift in music education and music teacher education bringing informal teaching and learning strategies to the fore. In this article, the author argues that a new paradigm-shifting question requires attention: ‘How children listen’. This article examines the multimodal nature of children’s popular music listening. It then explores the implications of such listening engagements for music teacher education. In a series of three sessions, preservice music education students explored the multimodal aspects of popular videos and designed pedagogical frameworks for ‘multimodal music learning’ that mirror young children’s contemporary listening processes. Findings suggest that young preservice teachers, having grown up with digital technology, are uniquely positioned to facilitate multimodal pedagogies of popular music. The author argues that current music teacher education does not sufficiently build on the digital literacies and affinities of students and suggests ways that music teacher education programs may address this gap.

摘要

大约二十年前，“流行音乐家如何学习”（格林，[2002]。流行音乐家如何学习：音乐教育的未来之路）问题。英格兰汉斯：Ashgate Publishing Limited）促进了音乐教育和音乐教师教育的范式转变，使非正式的教学策略日益受到关注。在本文中，作者认为需要注意一个新的范式转换问题：“儿童如何聆听”。本文研究了儿童流行音乐聆听的多模式本质。然后探讨了这种聆听活动对音乐教师教育的意义。在为期三部分的系列会议中，音乐前音乐教育的学生探索了流行视频的多模式方面，并设计了反映多代音乐现代听觉过程的“多模式音乐学习”的教学框架。调查结果表明，年轻的职前教师已经在数字技术领域成长，具有独特的位置，可以促进流行音乐的多模式教学法。作者认为，当前的音乐教师教育不足以建立在学生的数字素养和亲和力上，并提出了一些方法来解决音乐教师教育计划可以弥补这一差距。