Continuing the Quest for Legitimacy: The Institutionalization of Hip-Hop DJing Education Public Deposited

Analytics

Downloadable Content

Download PDF
Last Modified
  • March 19, 2019
Creator
  • Ross, Megan
    • Affiliation: College of Arts and Sciences, Department of Music, Musicology Graduate Program
Abstract
  • Since the early 2000s, many hip-hop DJs have taken on teaching roles in educational institutions, whether in secondary schools, universities, or for-profit ventures. This thesis explores this development as part of an ongoing quest for legitimacy within hip-hop and the broader world and also as a response to the increasing dominance of digital technologies. Teaching offers DJs the opportunity to preserve their foundational values of innovation, experimentation, and personalization. Their approach tends to be fundamentally multimodal, emphasizing the use of sight, sound, and touch to demonstrate the artistry necessary to becoming a DJ. There are many benefits to formal education, such as bringing about gender equality in the field, as well as concerns related to standardization and authenticity of pedagogical methods based on informal learning traditions. My study is more broadly relevant to popular music institutionalization, authenticity debates in hip-hop education, and informal and formal approaches to learning music.
Date of publication
Keyword
Subject
DOI
Identifier
Resource type
Rights statement
  • In Copyright
Advisor
  • Bohlman, Andrea
  • Katz, Mark
  • Ndaliko, Chérie
Degree
  • Master of Arts
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2015
Language
Publisher
Place of publication
  • Chapel Hill, NC
Access
  • There are no restrictions to this item.
Parents:

This work has no parents.

Items

Thumbnail Title Date Uploaded Visibility Actions
Ht24wk46j?file=thumbnail Ross_unc_0153M_15477.pdf 2019-04-11 Public