Riot grrrls and shredder bros: punk ethics, social justice and (un)popular popular music at School of Rock
Rush, KaylaORCID: 0000-0002-1236-9986
(2021)
Riot grrrls and shredder bros: punk ethics, social justice and (un)popular popular music at School of Rock.
Journal of Popular Music Education, 5
(3).
pp. 375-395.
ISSN 2397-673X
This article presents a case study of riot grrrl music in a School of Rock franchise in the Midwestern United States. It presents the school as a place in which gender is bound up in specific notions of what it is to play rock music, notions that directly inform what constitutes popular popular music within this context. The article examines the Riot Grrrl project using frame analysis, presenting and discussing three frames through which riot grrrl was taught: as music, punk ethics and social justice. It examines a case of frame conflict as played out in a disagreement between the programme’s two male instructors. It suggests that multi-frame approaches to popular music teaching, including clashes that may arise from conflicting frames, are effective in disrupting the musical-cultural status quo and in creating spaces in which students may productively and empathetically encounter the unpopular popular music of marginalized musical ‘Others’.
Metadata
Item Type:
Article (Published)
Refereed:
Yes
Uncontrolled Keywords:
School of Rock; feminism; frame analysis; punk ethics; riot grrrl; social justice
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 844238.
ID Code:
26518
Deposited On:
09 Dec 2021 14:07 by
Kayla Rush
. Last Modified 08 Mar 2022 14:17