“Weg von der Fachwissenschaft”? Popular music, scuola e formazione

Starting from the reading of two recent publications, the proceedings of the panel Towards a Critical Pedagogy for Undergraduate Popular Music History Courses in the Twenty-First Century (in «Journal of Music History Pedagogy», V, 2014, pp. 99-152) and Popmusik-Vermittlung. Zwischen Schule, Universität und Beruf (edited by M. Ahlers, Berlin, LIT, 2015), this article critically addresses some aspects of the relationship between commercial music, school and education (to what end should we introduce popular music in schools, which contents and methods should we use, etc.), paying attention in particular, but not exclusively, to Italy. The conclusion emphasizes the need for the school didactics of popular music to become fully integrated into the discipline-specific knowledge, and stresses that this requires advanced, specific musical and musicological competences on the part of teachers.A partire dalla lettura di due recenti pubblicazioni, ovvero gli atti della tavola rotonda su Towards a Critical Pedagogy for Undergraduate Popular Music History Courses in the Twenty-First Century (in «Journal of Music History Pedagogy», V, 2014, pp. 99-152) e Popmusik-Vermittlung. Zwischen Schule, Universität und Beruf (a c. di M. Ahlers, Berlin, LIT, 2015), il contributo affronta criticamente alcuni aspetti del rapporto tra musica di consumo scuola e formazione (a qual fine la popular music a scuola, con quali contenuti, con quali metodi, ecc.) con particolare ma non esclusiva attenzione all’Italia. Nella conclusione si sottolinea la necessità che la didattica scolastica della popular music sia profondamente incardinata nel sapere disciplinare e si evidenzia come essa richieda da parte dei docenti avanzate competenze musicali e musicologiche specifiche