Friday March 21, 2025 1:30pm - 2:30pm EDT
Benom Plumb, Moderator
1:30 - Popular Music, Political Marketing, and Pedagogy
2:00 - Rock Stars: We Teach ABOUT Them, So Should We Teach LIKE Them?
Popular Music, Political Marketing, and Pedagogy
David Allan, Saint Joseph's University
Popular music has been successfully integrated into curriculum in numerous settings for decades (Kelstrom, 1998). It is being used in the marketing classroom as an “anchor point” (Tomkovick, 2004, p. 111); in the management classroom to “enhance the dynamism and excitement” (Wheatley, 1998, p. 342); and in the sociology classroom for teaching interactive courses (Ahlkvist, 1999). Politics can be a challenge in the classroom (McAvoy, 2024), even though some believe that’s where it belongs (Hess and Gatti, 2010). Popular music and politics have enjoyed a long history together (Dunaway, 1987). From a political marketing perspective, two ways popular music can be used are campaign anthems (rallies and advertising) and artist endorsement. The 2024 U.S. presidential election, especially in Pennsylvania, has provided the perfect case study for the classroom. “Music has played a galvanizing role on the Pennsylvania campaign trail in 2024, providing a soundtrack to the candidates’ rallies, offering high-profile endorsements, and creating spaces to encourage and mobilize civic engagement, including registering young people to vote at recent Philadelphia concerts.”
Rock Stars: We Teach ABOUT Them, So Should We Teach LIKE Them?
Storm Gloor, University of Colorado Denver
We live in a world of decreasing attention spans where entertainment media pervades our culture more and more. Amidst all of the “noise” of social media, tech devices, and other distractions that our students experience throughout their day. Within their world, and in the classroom specifically, we as teachers are challenged to not only maintain their attention, given all those distractions, but to also assure that the material we deliver in real time is retained and thoughtfully contemplated. Traditional means of presenting learning materials might not be as useful as they once were. Understanding student expectations of what constitutes “good teaching” is key to an adoption of new practices.
One possible approach to consider, especially among music business educators, could involve what we know about a subject we already teach. In many ways, what music fans expect from musicians and artists, particularly those that are successful, relate to what they expect from educators. In their performances, these stars have demonstrated how to engage (or not) audiences effectively. How could those practices also be applied in a classroom?
This research takes into account student observations and expectations of pedagogical practices, generally understood best practices of teaching, and an understanding of current trends within academia. A comparison is then made to the practices of popular music artists to develop practices that might be adapted by classroom instructors of any discipline. For instructors, an understanding of how artists perform, how they are marketed, their fan interactions, and even how they create their content, might have application in their own work. Could success as a “rock star” in the music industry relate to a teacher’s success as a “rock star” in the classroom and within their academic environment?
Paper Presenters
Professor, Saint Joseph's University
Dr. David Allan is a professor of Marketing and the current Dirk Warren ’50 Sesquicentennial Chair for Business in the Erivan K. Haub School at Saint Joseph’s University. He has B.A. in Communications (American University), a Masters in Business Administration in Marketing (St...
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Associate Professor, Music Business Program Director, University of Colorado Denver
Storm Gloor, MBA, is an associate professor and the program director of the Music Business department in the College of Arts and Media at the University of Colorado Denver and an instructor in the Business School as well. He was the recipient of the university’s 2018 Excellence...
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