Abstract
This article presents a case study of riot grrrl music in a School of Rock franchise in the Midwestern United States. It presents the school as a place in which gender is bound up in specific notions of what it is to play rock music, notions that directly inform what constitutes popular popular music within this context. The article examines the Riot Grrrl project using frame analysis, presenting and discussing three frames through which riot grrrl was taught: as music, punk ethics and social justice. It examines a case of frame conflict as played out in a disagreement between the programme’s two male instructors. It suggests that multi-frame approaches to popular music teaching, including clashes that may arise from conflicting frames, are effective in disrupting the musical-cultural status quo and in creating spaces in which students may productively and empathetically encounter the unpopular popular music of marginalized musical ‘Others’.
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