This study applies secondary analysis to amplify the voices, perspectives, and experiences of young women in a high school songwriting and technology course along with related research to address the production and performance of music and gendered identities and implications for popular music pedagogy. While each participant had idiosyncratic experiences and perspectives, several common themes emerged in relation to gender. Each young woman participant negotiated and had varied perspectives on collaborating, compromising, and accommodating for others on the final project. Participants identified and discussed issues of control in relation to technology and intersections between gender in the music course and society, however, had differing perspectives on these issues with implications for curriculum and pedagogy. Informed by findings, analysis, and related scholarship I propose four foci with potential for future research and praxis: broadening beyond gendered norms, goals of popular music programs, uncomfortable conversations, and popular music programs as springboards and hubs
Tobias, Evan S.
"Solo, Multitrack, Mute?
Producing and Performing (Gender) in a Popular Music Classroom,"
Visions of Research in Music Education: Vol. 25, Article 3.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol25/iss1/3