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Online-Publikationen des Arbeitskreis Studium Populärer Musik e.V. (ASPM)
Herausgegeben von Ralf von Appen*, André Doehring, Dietrich Helms und Thomas Phleps*.
*Institut für Musikwissenschaft/Musikpädagogik, Justus-Liebig-Universität Giessen
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Herausgegeben von Ralf von Appen*, André Doehring, Dietrich Helms und Thomas Phleps*.
*Institut für Musikwissenschaft/Musikpädagogik, Justus-Liebig-Universität Giessen
URN: urn:nbn:de:hebis:26-opus-51399
Ab Band 20(2022) nicht mehr in JLUpub veröffentlicht, da die Herausgeber nicht der JLU angehören.
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Auflistung Samples nach Autor:in "Brunner, Georg"
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Item Geschichtsbilder von populärer Musik bei Musiklehrern verschiedener Schularten : eine quantitative Studie(2014) Brunner, GeorgThere is a lack of research in exploring music teachers views on the history of popular music. In this study, qualitative (interviews) and quantitative methods were mixed: six teachers were interviewed, 338 participants responded to a questionnaire. The main questions were: a) What historical images and ways of dealing with popular music are present in the consciousness of music teachers? b) Are there differences by school type, gender, age and type of musician? c) What impact has the university education and instrumental training on the teachers historical image of popular music and on their ways of dealing with it? It shows that popular music within the music studies at universities gains more importance. Nevertheless, the relevance of private studies predominates among young teachers as well as other influences (friends, media, own pupils). This article shows the significant differences between classical and jazz or pop-/rock-orientated music teachers as well as coherences between school type, gender, age and historical images and ways of dealing (e.g. types of musicians, knowledge, using information sources, musical preferences).Item So einen Scheiß lade ich nicht auf meinen Laptop : Auswertung einer Studie zum Umgang von Schülern mit rechtsradikaler Musik(2011) Brunner, Georg; Gründer, RenéThis paper examines the reactions of pupils to the music of right-wing extremists. Having explored the music terminology, research was conducted in search for pupils´ musical preferences. The core research question is; do relationships between music aesthetical and textual connectivity exist?Both quantitative and qualitative data was collected from a sample of two hundred and thirty pupils using online-questionnaires and sound examples. Group discussions were also conducted from three different schools.Test results showed that 5% of pupils listen to right-wing extremists music, and between 8,1% and 16,3% know about this music. Sound questionnaires using rightwing and non right-wing extremists music revealed that denial or acceptance of the music was not based on textual, but on aesthetical reasons. In group discussions pupils listened to several (in some cases right-wing extremist) songs without any further information; the first comments were made about musical parameters.The outcomes also showed that textual context plays a certain role on preferences in a second phase of reflection. Differences exist in descriptions conditionedby milieu and education. Most of the pupils in the »Haupt-« and »Realschule« prefer English spoken songs, the reason being that it »sounds better.« There is tendency of orienting this preference to the classroom situation.As regards political attitudes, pupils from Haupt-/Realschule saw influences of right-wing extremist music as depending on private experiences. Whilst the Gymnasium students saw influences as coming from media transferred opinions, Group discussions also revealed denial of right-wing extremist music, followed by arguments of specific educational archetypes.Results of this study disagree with the common thesis that right-wing extremist music is a »starter drug« for an entry into the right-wing extremist scene.