Learning to make noise: toward a process model of artistic practice within experimental music scenes
Name
Learning to make noise toward a process model of artistic practice within experimental music scenes.pdf
Description
Published version
Size
2.77 MB
Format
Adobe PDF
Checksum (MD5)
387cb8be258fed7282dbc69153f35083
Author(s)
Woods, Peter J
Date Issued
July 15, 2022
Journal
Mind, Culture, and Activity
Publisher
Taylor & Francis
Citation
Woods, P. J. (2022). Learning to make noise: toward a process model of artistic practice within experimental music scenes. Mind, Culture, and Activity, 29(2), 169–185.
Version
Final published version
Abstract
Emerging at the intersection of industrial, punk, electronic music, and avant-garde jazz, noise music represents a niche subgenre reliant on loud, discordant, and arrhythmic sounds to make music. Yet despite its place within the (broadly defined) experimental music tradition, research into experimental music education has largely overlooked the genre. In response, I explore noise music through the lens of situated learning theory by addressing the following research question: how do noise musicians develop their artistic practice? To do so, I present findings from a comparative case study centered on two intertwined experimental music concert and workshop series focused on noise music. I begin by analyzing interview data from seventeen featured artists to construct a process model of artistic practice shared between musicians. I then employ bidirectional artifact analysis to trace the development of one novice participant in the series through this model. In turn, these findings not only illuminate how experimental musicians learn within informal settings but provide a potential model of learning for informal education communities more broadly. This study also holds implications for situated learning theory by asserting the influence of non-anthropocentric actors within communities of practice.
MIT Department
MIT Professional Education (Program)
Terms of Use
Creative Commons Attribution-NonCommercial-NoDerivatives
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1080/10749039.2022.2098337
