CCM in the choral classroom: pedagogical practices of two high school music educators
Date
2021
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Publisher
University of Delaware
Abstract
There is limited research on the intersection of Contemporary Commercial Music (CCM) vocal techniques and the pedagogical practices of high school music educators that implement them in their programs. To expand this line of inquiry, I conducted a qualitative case study to explore the pedagogical practices of two high school music educators that teach CCM vocal techniques. Both participants took part in one individual 30-40-minute, audio-recorded semi-structured interview, an audio-recorded observation of one rehearsal, and provided me with course-related materials. The data collected were interview transcripts, field notes, and course-related documents. I completed a within-case analysis for each participant, then a cross-case analysis between both. The primary themes from Caroline’s case were her motivation for teaching CCM, her teaching techniques and practices, and her community’s response to the incorporation of CCM genres in her program. The primary themes from Matt’s case were his musical background, his motivation for teaching CCM, his beliefs about the relationship between CCM and choral music tradition, his teaching practices, and his community’s response to the incorporation of CCM genres in his program. Though Caroline and Matt had different teaching contexts with CCM playing varied roles in their music programs, they shared similarities in musical background, motivation for teaching CCM, and both enjoyed favorable responses from their communities. The findings of this study may have implications for vocal music educators and music teacher education programs.
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Keywords
CCM, Choral, Contemporary commercial music, Music education, Pedagogy, Vocal