Inaugural issue of Journal of Popular Music Education - now available!

Intellect is thrilled to announce the inaugural issue of Journal of Popular Music Education is now available.


JPME 1.1 is available to download for free from


If you wish to find out more about the journal including how to subscribe, please click here or email


The Journal of Popular Music Education was born out of a desire to provide a home for scholarship in and around popular music education. The journal was perceived in part as a response to what the editors perceived as the ongoing balkanization of scholarship in music and education, seeking not further to divide, but rather to acknowledge, negotiate and traverse partition. The editors aim to curate a journal that draws together writing on practical, theoretical, philosophical, empirical and interdisciplinary approaches to research around popular music education. 


Articles in this issue include (partial list):


(Un)popular music and young audiences: Exploring the classical chamber music concert from the perspective of young adult listeners

Authors: Lucy K. Dearn and Stephanie E. Pitts

Page Start: 43


This empirical study explores the responses of 40 young people to a chamber music concert, considering how their greater experience of popular music listening formed a frame of reference for their responses to live classical music. Using qualitative methods including the ‘Write-Draw’ technique to investigate the young people’s responses before, during and after the concert, we demonstrate how the emotional, responsive listening of popular music conflicted with the etiquette of the concert hall and the structures of classical music. The study sheds new light on the continued decline of young audiences for classical concerts and presents a challenge to music education to equip young people for all kinds of live musical experience.


Facilitation in popular music education

Authors: Radio Cremata

Page Start: 63


This article explores the evolving role of facilitators in popular music education contexts, building on research in music education related to a range of topics such as calls for reform, informal learning, experiential learning, popular music and technology based music learning contexts. A popular music education facilitator employs constructivist learning approaches through student-centred experiential processes. A series of case studies were conducted at various schools including middle schools, high schools and post-secondary contexts. Participants’ classroom management styles ranged from low-control to high-control facilitation. Student perspectives indicated that facilitation promoted democracy, autonomy, diversity, hospitality, differentiation, exploration, creativity, collaboration and inclusivity. The findings and implications of this research apply to the music education profession, calling into question foundations of student-centred learning, autonomy and increased student agency in music learning contexts.


The place of practice in tertiary popular music studies: An epistemology

Authors: Donna Weston

Page Start: 101

This article explores the potential role of popular music studies when integrated into popular music practice programmes in higher education, and proposes that purely theoretical popular music studies could inform creative practice in the education of popular music practitioners. In bringing popular music studies and popular music practice together under the banner of popular music education, it is proposed that popular music practice educators should consider the study of popu- lar music from a sociocultural perspective as well as a practical one. The argument is informed by two field reports that map higher education in popular music in the United Kingdom and in Australia, respectively, supported by responses of students to the integration of popular music studies into an Australian popular music prac- tice programme. The findings show that students of popular music practice benefit- ted from the inclusion of popular music studies into their curriculum through the development of critical listening skills and songwriting ability, expansion of a range of vocational skills and a stronger sense of purpose within the music industry.


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