0 оценок0% нашли этот документ полезным (0 голосов)
32 просмотров1 страница
A case study looked at gender differences in popular music production in secondary schools. The students wrote and performed original music in 5 bands: one had 4 boys, another had 4 girls. The girls learned differently than the boys; in the mixed band groups, there was tension.
A case study looked at gender differences in popular music production in secondary schools. The students wrote and performed original music in 5 bands: one had 4 boys, another had 4 girls. The girls learned differently than the boys; in the mixed band groups, there was tension.
A case study looked at gender differences in popular music production in secondary schools. The students wrote and performed original music in 5 bands: one had 4 boys, another had 4 girls. The girls learned differently than the boys; in the mixed band groups, there was tension.
secondary schools. Journal of Research in Music Education, 59(1), 21-43. doi:10.1177/0022429410396095 Abramo did a case study to see if gender differences affected their participation in popular music classes. The students who participated wrote and performed original music. There were 15 students (6 boys, 9 girls) and 5 rock groups: one had 4 boys; another had 4 girls; another had three girls and one boy, another had 2 girls and 2 boys; the fifth band had just 2 girls. Abramo also stated theoretical framework before he wrote of the actual case study. A quote that brought up a bit of confusion to me was, ones identity as male or female is not a sexed identity- fixed and determined by biology- but instead a gendered identity that is fluid and changes depending on the social situation. It seems that the author is saying that gender identity is fluid and changes depending on the social situation. However, my gender identity isnt fluid. I do not have days where one day I will feel like a boy, and the next day I feel like a girl. I may have the traditional views that gender identity is actually fixed and determined by biology as well as the mind. Its all about mind power because the human mind is a very powerful thing. Moving onto the processes and outcomes, the all boys group had a leader, Fred, and the other boys relied on the leader because they were not as aurally skilled. Two boys came up with the lyrics on their own: one rapped the verse and the other sang the chorus. Looking at the girls band, they were all working equally together with no leader. They created specific time to talk about specific things regarding music. They discussed first about working out the rhythm and layering out their final product through verbal communication, and then thy finally rehearsed through trial and error. The girls learned differently than the boys; in the mixed band groups, there were tension and frustration because the boys and girls had different styles of creating music, the boys didnt understand the girls and vise versa. Because of this case study, Abramo suggests that music education should incorporate difference practices. Music classrooms are usually mixed boys and girls. Therefore, my suggestion would be that teachers show students different ways to create music and do composition. As well as letting the students be aware that boys learn differently than girls, therefore, students can learn to work cooperatively.