Abstract
To reimagine pedagogy, creativity and learning in popular music education, various interdisciplinary theories and models of culture and musical practice can be mobilized. One such approach is the ‘professional recording studio’ (PRS) pedagogical approach. This focuses on developing students’ artistic identities through culturally relevant local neighbourhood music in a school with a low socio-economic status and a 99 per cent minority population. The PRS approach incorporates a wide range of music, including traditional music from the predominantly Black community and student compositions that incorporate local rhythms, riffs and playground music. By giving a voice to the underserved community, this approach aims to empower students and connect their musical experiences with their cultural heritage. The PRS approach can be examined through the lens of facilitated teaching approaches found in the field of community music and community arts entrepreneurialism.
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