@inbook{64793,
  abstract     = {{The article explores the role of teachers in self-directed songwriting in school music based on the informal learning approach. It investigates a didactic design that was implemented in six schools and was empirically researched utilizing si-tuational analysis. Based on tensions, that emerge due to conflicting expectations, it can be shown, that the teacher's role extends beyond the dichotomy of directive instruction versus open facilitation. Instead, it encompasses an interplay of six divergent roles which are discussed in their positions in relation to each other. These considerations enrich the understanding of teaching practices in popular music education, emphasizing the redefinition of teacher-student relationships for song-writing in school music.}},
  author       = {{Godau, Marc and Barreiro, Julia and Hermann, Katharina and Neuhausen, Timo and Maxelon, Dominik and Weidner, Verena}},
  booktitle    = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}},
  editor       = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}},
  isbn         = {{9783818800710}},
  publisher    = {{Waxmann}},
  title        = {{{"Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?" Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht}}},
  doi          = {{10.31244/9783818850715.13}},
  year         = {{2025}},
}

@inbook{64792,
  abstract     = {{The role of institutionalized standards for the hybridization of musical practices. On the socio-materiality of songwriting-producing in the bedroom studio This study examines the socio-materiality of hybrid music practices in bedroom studios, focusing on the interplay between traditional music education institutions and YouTube education. A single case situational analysis reveals how standardized instrumental and music production practices are combined to form a hybrid practice. It shows that traditional music education institutions, such as music schools and conservatories, specialize in the selection of chord tones, while You-Tube videos focus on sound design. Using an actor-network theory approach, the study demonstrates the permeability of informal and institutional learning spaces. The findings suggest that songwriting-producing is not simply a sum of different practices, but rather a process of negotiation and compromise between different standards and goals, as well as the distribution of practice between humans and technology.}},
  author       = {{Neuhausen, Timo}},
  booktitle    = {{46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association for Research in Music Education}},
  editor       = {{Frey-Konrad, Ute and Hofbauer, Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}},
  isbn         = {{9783818800710}},
  publisher    = {{Waxmann}},
  title        = {{{Die Rolle institutionalisierter Standards für die Hybridisierung musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio}}},
  doi          = {{10.31244/9783818850715.19}},
  year         = {{2025}},
}