Towards offering equal learning opportunities for female students in popular music ensemble education: relate, respond, and re-do

Abstract

Earlier research has stated that there is a risk that traditional gender roles are conserved in non-formal popular music education, which might challenge teachers when it comes to offering equal learning opportunities. This article presents results from an interview study regarding the situation of female electric guitarists in popular music ensemble education, in upper secondary specialist programmes in Sweden. To approach the teacher role, phenomenological didaktik was used as a theoretical starting point. The specific aim of the article is to describe the implications of experiences among electric guitar playing girls regarding how the teacher may encourage equal opportunities for musical learning in popular ensemble education. Five female students were interviewed, ranging in age from 16 to 25 years old. The interviews were transcribed and analysed in a hermeneutical phenomenological manner. The analysis resulted in three themes that – in terms of teachers’ didaktik choices – related to equal opportunities for musical learning. These three themes are awareness when it comes to what to relate to, what to take responsibility for, and what to do. The discussion concerns how phenomenological didaktik could help to assure that teachers encourage guitarists equally, regardless of sex, in situations of popular music ensemble education.

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