What can teachers learn from popular musicians?

Authors

DOI:

https://doi.org/10.5965/2525530407012022e0401

Keywords:

music education in mainstream school, informal music learning, popular music, music pedagogy

Abstract

This is a translation of the interview that Lucy Green gave to Flávia Narita at the Institute of Education in 2011. At that time both Flávia and I were PhD students in London. The choice of translating this interview is due to the fact that it brings the principles of informal music learning. We can see the then a PhD student interviewing her supervisor on the topic of her supervisor’s expertise. After 10 years that this interview has been available on YouTube, I see that its content is still extremely topical and relevant. The original interview lasts 12 minutes and 33 seconds and it has already reached over 18,000 views on the UCL Institute of Education - University College London's YouTube channel. I hope that the translation of this interview will contribute to the journey of learning and teaching practices of many music students.

Downloads

Download data is not yet available.

Author Biographies

Lucy Green, University College London

Lucy Green é professora emérita de Educação Musical na University College London, Institute of Education (UCL/IOE). É conhecida internacionalmente por seu trabalho em educação musical, em especial com relação a novas pedagogias, gênero, ideologia, sociologia da música e da educação musical, música popular, inclusão, igualdade e aprendizagem informal. Autora e organizadora de livros, tem muitas de suas obras traduzidas para diversas línguas. Seu primeiro livro, Music on Deaf Ears: Musical Meaning, Ideology and Education, foi recentemente traduzido para o português e lançado no Brasil.

Flávia Motoyama Narita, University of Brasília

Flávia Motoyama Narita é professora do Departamento de Música (MUS) da Universidade de Brasília (UnB) desde 2006. Foi coordenadora dos cursos de Licenciatura diurno e a distância e vice-chefe do MUS. Atualmente é diretora de Difusão Cultural do Decanato de Extensão da UnB. Possui Graduação em Música (Licenciatura) pela Universidade de São Paulo (USP) e Mestrado e Doutorado em Educação Musical pela University College London, Institute of Education (UCL/IOE), sob orientação de Lucy Green.

Luciana Hamond, Federal University of Mato Grosso

Luciana Fernandes Hamond é professora na área de Piano/Educação Musical do Departamento de Artes da Universidade Federal de Mato Grosso (UFMT) desde 2020. É PhD em Educação Musical pela University College London (UCL), Institute of Education, Londres, Inglaterra, sendo bolsista CAPES. Áreas de interesse: pedagogia do piano, tecnologias digitais no ensino e aprendizagem de piano presencial e on-line, e métodos qualitativos em educação musical.

References

GREEN, L. How popular musicians learn: A way ahead for music education. London: Ashgate Press, 2002.

GREEN, L. Music, informal learning and the school: a new classroom pedagogy. Aldershot: Ashgate Press, 2008.

GREEN, L. How popular musicians learn: A way ahead for music education. London: Ashgate Press, 2002.

GREEN, L. Music, informal learning and the school: a new classroom pedagogy. Aldershot: Ashgate Press, 2008.

Downloads

Published

2022-12-10

How to Cite

GREEN, Lucy; NARITA, Flávia Motoyama; HAMOND, Luciana. What can teachers learn from popular musicians? . Orfeu, Florianópolis, v. 7, n. 1, p. e0401, 2022. DOI: 10.5965/2525530407012022e0401. Disponível em: https://revistas.udesc.br/index.php/orfeu/article/view/21735. Acesso em: 22 nov. 2024.

Issue

Vol. 7 No. 1 (2022): Dossiê Perspectivas da Pesquisa (Auto)Biográfica em Educação Musical

Section

Translations

License

Copyright (c) 2022 Lucy Green; Flávia Motoyama Narita, Luciana Hamond

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who submit their manuscripts to be published in this journal agree to the following terms:

1.    Authors retain the copyright and grant to the journal the right of first publication, whilst simultaneously permitting their work to be licensed under the Creative Commons License Attribution, which allows the sharing of work with recognition of the authorship and initial publication in this journal.

2.    Contributions in this journal are open access; this means they are based in free use, and non-commercial applications.