Introduction: Towards a Critical Pedagogy for Undergraduate Popular Music History Courses in the Twenty-First Century

  • David K. Blake SUNY–Stony Brook
Keywords: popular music, critical pedagogy

Abstract

How should teachers introduce today’s undergraduates to popular music history? This opening essay briefly introduces the following roundtable, which presents various pedagogical strategies for conceiving and structuring undergraduate popular music history courses for a twenty-first century student populace. These essays argue that greater attention to contemporary conditions of music-making can both challenge the uncritical continuation of earlier pedagogical approaches to popular music and better account for student experience.

Author Biography

David K. Blake, SUNY–Stony Brook
David K. Blake has taught popular music courses since 2009 at Stony Brook University, where he graduated with his PhD in Music History/Theory in 2014. His research focuses on the critical, ideological, and geographic intersections between popular music and the American university. His articles have been published and are forthcoming in Music Theory Online and Journal of Musicology.
Published
2014-08-02
Issue
Vol 5 No 1: (Fall 2014)
Section
Roundtable

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