This dissertation presents the conceptualization of a pedagogy of the blues as an alternative to the techno-rational approach to education. The conceptualization is derived from the blues metaphor in which distinct themes are identified and utilized in formulating and enacting a pedagogy of the blues. This pedagogy is presented as an embodied art of teaching whereby there is recovery of the self by the teacher and student, as opposed to the loss of self so prevalent in present day approaches to schooling.
The author grounds this work in the powerful early blues of African Americans, identifying specific themes representative of the blues metaphor that reverberate in the work of early blues artists. Starting with the historical roots of the blues, examining the texts of the blues and the lifestyles of early blues singers that embodied the blues, the author traces common themes from these sources. Next, the author presents the evolvement of the blues metaphor through various other forms of popular music in America, including examples from country music, jazz, rhythm and blues, rock, and Hip Hop.
The conceptualization of the pedagogy of the blues is framed within the identified themes of the blues metaphor. Grounding the pedagogy in the work of reconceptualist curricular theory and some elements of critical theory, the author also uses personal narratives and lyrics from popular music to help explain the theory and suggest application of this pedagogical approach in classrooms both in public schools and in higher education.
|Advisor:||Taliaferro Baszile, Denise|
|School Location:||United States -- Ohio|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Music history, Music, Pedagogy|
|Keywords:||Blues, Blues metaphor, Curricular theory, Pedagogy of the blues, Reconceptualist|
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