Jamming with Popular Music and the Isness of Shared Intuitive Headspaces as a Curricular Way of Being
Abstract
This project looks at the concept of “jamming” with popular music and how it affects people to think about themselves, others, and the world during moments of what I call “shared intuitive headspaces.” I contend that jamming with popular music helps people see the world in different ways that are more arts-based, dynamic, improvisational, collaborative, learner-centered, intrinsic, and holistic as it opens space for what I call the “isness,” a place of being in the moment for endless possibilities. I think this is important because I feel that jamming with popular music needs to be discussed as a curriculum of resistance to a currently closed, static, and standardized curriculum. I feel jamming with popular music can help people think about, become aware, and act on changing the world to be a place that encompasses more progressive and socially just understandings that helps look beyond binary thinking to promote a more critical consciousness. The impact of jamming with popular music on my life as well as my participants will be discussed since it is a powerful tool in opening one’s mind to thinking about the world in new ways. Finally, I think that understanding popular music and jamming as a way of being is a part of teaching and researching that can help shed light on many past and current philosophies being discussed while inspiring people to understand change and multiple viewpoints through listening to new kinds of music and one another for transformative experiences to take place.
Presentation Description
I contend that jamming with popular music opens space for transformative experiences and new ways to look at curriculum. I share where I am in my dissertation process as I hope to have a jam session with the audience to discuss curriculum and the world around us.
Keywords
Curriculum, Popular music, Research, Critical, Culture
Location
Magnolia Room C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Czech, Mike, "Jamming with Popular Music and the Isness of Shared Intuitive Headspaces as a Curricular Way of Being" (2014). Curriculum Studies Summer Collaborative. 18.
https://digitalcommons.georgiasouthern.edu/cssc/2014/2014/18
Jamming with Popular Music and the Isness of Shared Intuitive Headspaces as a Curricular Way of Being
Magnolia Room C
This project looks at the concept of “jamming” with popular music and how it affects people to think about themselves, others, and the world during moments of what I call “shared intuitive headspaces.” I contend that jamming with popular music helps people see the world in different ways that are more arts-based, dynamic, improvisational, collaborative, learner-centered, intrinsic, and holistic as it opens space for what I call the “isness,” a place of being in the moment for endless possibilities. I think this is important because I feel that jamming with popular music needs to be discussed as a curriculum of resistance to a currently closed, static, and standardized curriculum. I feel jamming with popular music can help people think about, become aware, and act on changing the world to be a place that encompasses more progressive and socially just understandings that helps look beyond binary thinking to promote a more critical consciousness. The impact of jamming with popular music on my life as well as my participants will be discussed since it is a powerful tool in opening one’s mind to thinking about the world in new ways. Finally, I think that understanding popular music and jamming as a way of being is a part of teaching and researching that can help shed light on many past and current philosophies being discussed while inspiring people to understand change and multiple viewpoints through listening to new kinds of music and one another for transformative experiences to take place.
