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Learning processes of electronic dan...

Egolf, Eva J.

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Learning processes of electronic dance music club DJs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning processes of electronic dance music club DJs./
作者:	Egolf, Eva J.
面頁冊數:	311 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613475
ISBN:	9781303764271

Learning processes of electronic dance music club DJs.
Egolf, Eva J.

Learning processes of electronic dance music club DJs. - 311 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--New York University, 2014.

The purpose of this dissertation is to explore the processes of learning among Electronic Dance Music (EDM) Club DJs in New York City. The research describes musical understanding as it exists among participants, illuminates the processes by which DJs acquire this understanding, and examines the context in which musical understanding is learned. This case study of five DJs employs semi-structured interviews, and observations of performances as the primary methods in this inquiry. The frameworks of musical understanding, (Elliott, 1995) informal learning, (Green, 2002) and situated learning (Lave & Wenger, 1991) were used to guide the analysis of data.

ISBN: 9781303764271Subjects--Topical Terms:

1017808
Education, Music.

Learning processes of electronic dance music club DJs.
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245 1 0 $a Learning processes of electronic dance music club DJs.
300 $a 311 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: David Elliott.
502 $a Thesis (Ph.D.)--New York University, 2014.
520 $a The purpose of this dissertation is to explore the processes of learning among Electronic Dance Music (EDM) Club DJs in New York City. The research describes musical understanding as it exists among participants, illuminates the processes by which DJs acquire this understanding, and examines the context in which musical understanding is learned. This case study of five DJs employs semi-structured interviews, and observations of performances as the primary methods in this inquiry. The frameworks of musical understanding, (Elliott, 1995) informal learning, (Green, 2002) and situated learning (Lave & Wenger, 1991) were used to guide the analysis of data.
520 $a Learning among participant DJs involves multifaceted processes. Self taught solitary learning processes were significant among DJs as they engaged with trial and error approaches. Additionally, Group learning (Green, 2002) figured into learning experiences, as participants engaged with peers. Situated learning processes (Lave & Wenger, 1991) emerged as some participants accessed experienced DJs, and formed casual mentoring relationships. Community music schools specializing in DJing helped some participants in the early stages of learning to DJ. Participants describe the DJ community music school experiences as providing basic initial instruction, and found they needed to learn more outside of the school through solitary practicing, peers, and experience performing. K-12 and university school music experiences were minimally helpful in learning how to DJ from the perspective of participants.
520 $a Understanding the historical/cultural context of DJing and clubbing was valued among participants. An understanding of the standards and traditions associated with the context were essential to DJs in their music making efforts. Additionally, understanding the context shaped what participants describe as their ability to "read the crowd." This ability was described as necessary in music making. Context shaped musical understanding among participants. Musical understanding, comprising listenership and musicianship, is explored as it relates to DJing among participants.
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