In this study, we reconstruct German secondary music teachers’ strategies for dealing with learners’ (pop) music culture(s) in music lessons as well as shared implicit and explicit knowledge that underpins this practice and orientates teachers in their everyday teaching. Findings arise from data collected in group discussions analyzed with the help of the documentary method (Bohnsack 2014). Our study shows differences between learners’ and teachers’ (implicit) conceptions of the goals and the content of music lessons in school, especially with regard to the different notions of the value of pop music. It seems to be an everyday practice in school to functionalize pop music and positioning Western art music higher than other musical styles included in lessons. This is combined with an orientation toward the analysis of music as a common modus operandi. Our findings confirm the gap between students’ musical interests and practices in everyday life and school music education. This leads us to discuss the power relations in the educational system and the structures that cause social injustice, as well as new perspectives on music teacher training and music education in schools to face these issues in the future.
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„“And It Turns Out that It only Has Two Chords”: Secondary School Music Teachers’ Orientations on Dealing with Learners’ Music Cultures in the Classroom in Germany“ weiterlesen