ClassRockED · Rocking in the Midwest: Transmitting and Performing Social Class in Rock Music Education
Horizon 2020 — Marie Skłodowska-Curie Actions
- Duration
- 2019-09-23 → 2021-09-22
- EU contribution
- €196,591
- Participants
- 1
- Scheme
- MSCA-IF-EF-ST
Lines connect the coordinator with its partners.
Results in brief
Rocking in the Midwest: Transmitting and Performing Social Class in Rock Music Education
The Marie Skłodowska-Curie Individual Fellowship ‘Rocking in the Midwest: Transmitting and Performing Social Class in Rock Music Education’ (ClassRockED), led by researcher Dr Kayla Rush, ran from September 2019 to September 2021. This research project examined questions and issues of social class and identity in a private, extracurricular, fees-based rock music school, utilizing participant-observation, interviewing, and participatory sound recording methods. It sought to critically address the following four research objectives, identifying and analysing 1) symbols and representations of social class in rock music 2) ways in which these symbols are performed and transmitted in rock music teaching and learning 3) key differences between private, fees-based popular music education and other available types of music learning 4) potential applications for policy making
Data: CORDIS, © European Union
Project objective
‘Rocking in the Midwest: Transmitting and Performing Social Class in Rock Music Education’ is an innovative and timely project. It seeks to examine the ways in which ideals and markers of social class are transmitted, negotiated and performed within a unique setting – that of a rock music school in the US Midwest. By examining a traditionally white working-class and often patriarchal musical genre within a decidedly middle-class context – a private school, whose costs and institutional structure present a barrier to access for lower-income students – it seeks to shine a light on the shifting production of class within a region whose working-class-ness has at times been considered both problematic and emblematic of conflicted class, race and gender relations in the post-industrial United States.This research understands music education and performance as a unique site of the construction and negotiation of class consciousness and identities. It will consider how class-coded meanings and narratives are attached to visual and sonic symbols within rock education and performance. These symbols include musical instruments, sounds, language, gestures and ideals of musicianship and performance. It will examine how these symbols are transmitted, embodied and performed within the context of the school’s rehearsals, lessons and showcase performances, with a particular eye to the role of the gendered body in processes of teaching, learning, listening and music-making. This project takes a unique and innovative approach, marrying anthropological and ethnomusicological methods and modes of investigation with theoretical and analytical perspectives from cultural sociology and gesture studies, drawing as well on existing knowledge and research within music education, sociology of music and the emerging field of popular music education, in order to inform a truly interdisciplinary interrogation of social class and music education in the twenty-first century American Midwest.
Original text from CORDIS.
Participants
- DUBLIN CITY UNIVERSITY · DublinCoordinatorIreland
Links
Data: CORDIS, © European Union