Date

1-13-2023

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Paul Rumrill

Keywords

popular music listening curriculum, secondary music, popular music, music listening, elements of music, music appreciation

Disciplines

Education | Music

Abstract

Secondary schools in Texas typically only offer performance-based ensembles to students as their music options. These classes require public performances, extracurricular time commitments, and financial obligations. Because of these and other issues, many students select non-music classes to fulfill their fine arts graduation requirements. Although it can be passive in nature, listening is how most people interact with music. Unfortunately, listening-based curricula are rarely available to secondary students. Where music appreciation classes are offered, the music studied is often outdated and unfamiliar to students. This qualitative study identified the pedagogical components present in an existing classical music listening curricula. These components were used as a model for the development of a lesson framework, allowing music educators to incorporate popular music into any secondary music class. Secondary music educators were given sample popular music listening lessons based on the framework developed and later interviewed to record their reactions.

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