In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip Hop literacy club that ran beat making and rap writing workshops. Considering the popularity of these activities, the school decided to offer a music education program focused on musical skills through real-life music making activities that resemble those employed by popular musicians. This article chronicles the development of this music education program from the perspective of the music teacher, including the experience of continual adaptation to the needs and interests of students. The program is one of the first to combine Musical Futures, an approach to music education that promotes the combination of non-formal music teaching, informal music learning, and students’ interest in a formal school setting, with Hip Hop Based Music Education, predominantly located in community settings. This case study showed that students benefited from having an open-minded and committed educator with experience in popular musics. The co-teaching by professional Hip Hop artists also supported student progress and engagement by adding authenticity to the music making process. Furthermore, the alignment of the music program with the general school ethos contributed to its success. The paper also highlights the need to balance the development of musical skills with student engagement, and the informal music learning philosophy of Musical Futures with direct instruction associated with formal school settings.

中文翻译：

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听取味觉者：建立城市艺术高中音乐课程

在与麦吉尔大学的学者和社区艺术合作伙伴的合作下，蒙特利尔一所面临重大挑战的中学变成了“城市艺术学校”，提供以青年文化为中心的音乐和视觉艺术课程，并将艺术融入多个学科。该倡议的灵感来自学校受欢迎的课外活动，其中包括一个嘻哈扫盲俱乐部，该俱乐部开设了节拍和说唱写作研讨会。考虑到这些活动的受欢迎程度，学校决定通过类似于现实音乐创作活动的现实音乐创作活动，提供针对音乐技能的音乐教育计划。本文从音乐老师的角度记录了这种音乐教育计划的发展，包括不断适应学生需求和兴趣的经验。该计划是最早结合“音乐未来”（一种音乐教育方法）的方法之一，该方法主要将基于Hip Hop的音乐教育与非正规音乐教学，非正式音乐学习以及学生对正规学校环境的兴趣相结合。位于社区设置中。案例研究表明，学生可以从开放思想和坚定的教育者中受益，他们具有流行音乐方面的经验。专业嘻哈艺术家的共同教学还通过增加音乐制作过程的真实性来支持学生的进步和参与。此外，音乐课程与普通学校精神的契合也为音乐课程的成功做出了贡献。