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

David K. Blake


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.


popular music; critical pedagogy

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ISSN 2155-109X