Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis

Abstract

This article examines learning opportunities of music production tasks by an exemplary unit on dub reggae following an action research approach. It addresses the educational areas of sound design, musical knowledge, analysis and listening skills, taking the sound of dub reggae as starting point for learner-centred activity. The main premise is to advocate music production technology as an effective tool for music learning allowing students to experience techniques of music production first hand, vividly illustrating creative approaches of remote musical cultures, their successive influence on popular music, and aesthetic experiences special to technologically created sound. The overall goal is to facilitate a higher awareness and a more detailed understanding of produced sound, and practical competences of integrating technological sound into musical action. The study took place within two vocational college courses for social and health (N = 10; 7 women, 3 men; average age 21 years) and art and design (N = 9; 5 women, 4 men; average age 18.3 years), and aimed to investigate the methodical practicability and the success of the suggested educational approach. It provides preliminary insights along with recommendations for improvements and further applications.