Solo, multitrack, mute? Producing and performing (gender) in a popular music classroom

Research output: Contribution to journalArticlepeer-review


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. The article may be of interest to people who would like to address popular music, gender issues, and related aspects of curriculum and pedagogy in music programs
Original languageEnglish (US)
Pages (from-to)1-28
JournalVisions of Research in Music Education
StatePublished - 2014


  • Music
  • Producing
  • gender issues
  • Feminist Theory
  • Social Justice
  • Equity
  • Popular Music
  • Music Industry
  • Learning Theories
  • Learning theory
  • Student experience
  • Students
  • music educators
  • Music learning
  • music making
  • music teaching
  • music

ASJC Scopus subject areas

  • Music
  • Cultural Studies
  • Education
  • Gender Studies
  • Media Technology


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