@article{53856,
  abstract     = {{This  research  article examines  the  transformation  of  pop-punk  from  bands  to  solo  artists and  how  the  genre  regained  popularity  due  to  new  popular  personalities  and  the  transmedia engagement  in  social  media  and  with  established  media.  Through  a  three-pronged  approach,  this studyadopts phenomenological, theoretical, and empirical perspectives to understand the transition and regained popularity fully. The phenomenological angle delves into the case studies of musicians, revealing  key  factors  behind  the  shift   to  solo  artists  in  pop-punk.  Theoretical  explanations contextualize  the  phenomenon  within  broader  cultural  frameworks,  considering  industry  and transmedia dynamics, audience preferences, and technological advancements. Empirical evidence, including  statistical  data  from  socialmedia  profiles,  quantifies  the  impact  of  the  shift.This  study contributes   to   a   comprehensive   understanding   of   pop-punk's   transformation,   offering   an exploration of its past, present, and future within the ever-evolving music industries and transmedia landscapes}},
  author       = {{Ruth, Nicolas and Jacke, Christoph}},
  issn         = {{ISSN 2205-5258}},
  journal      = {{Persona Studies}},
  keywords     = {{Pop-punk, Popular Musical Personas, Solo Artists, SocialMedia, Transmedia, TikTok}},
  number       = {{1}},
  pages        = {{99--110}},
  publisher    = {{OJS/PKP}},
  title        = {{{“I Guess this is Growing Up” Analysis of Pop-Punk’s Regained Popularity and Its Shift From Bands to Personas.}}},
  volume       = {{10}},
  year         = {{2024}},
}

@inbook{57886,
  abstract     = {{The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.)}},
  author       = {{Godau, Marc and Haenisch, Matthias}},
  booktitle    = {{Praxen und Diskurse aus Sicht musikpädagogischer Forschung}},
  editor       = {{Weidner, Verena and Rolle, Christian}},
  keywords     = {{Praxeologie, Informal learning, Informelles Lernen, Komponieren, Learning, Lernen, Musical Composition, Musical education, Musician, Musiker, Musikpädagogik, Pop music, Popmusik, Popular Music, Prozess, Studie}},
  pages        = {{51–67}},
  publisher    = {{Waxmann}},
  title        = {{{How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten}}},
  year         = {{2019}},
}

@inbook{57890,
  abstract     = {{Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)}},
  author       = {{Godau, Marc}},
  booktitle    = {{Soziale Aspekte des Musiklernens}},
  editor       = {{Clausen, Bernd and Dreßler, Susanne}},
  keywords     = {{Kollaboration, Musik, Learning, Lernen, Musical education, Musikpädagogik, Pop music, Popmusik, Popular Music, Studie, Musikunterricht, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Constructivism, Cooperation, Cooperative learning, Gruppe, Klassenmusizieren, Konstruktivismus, Kooperation, Kooperatives Lernen, Learning psychology, Lernpsychologie, Psychology of learning}},
  pages        = {{131–144}},
  publisher    = {{Waxmann}},
  title        = {{{Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}}},
  year         = {{2018}},
}