
Contents
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Introduction Introduction
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Researching Folk Music in the Digital Milieu Researching Folk Music in the Digital Milieu
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Folk and Media: The Concept of Transmission Folk and Media: The Concept of Transmission
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Folk and Social: The Significance of Community Folk and Social: The Significance of Community
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The Digital Folk Project The Digital Folk Project
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Folk and Social Media: Approaches to Learning Online Folk and Social Media: Approaches to Learning Online
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Digital Transmission: abc Notation Digital Transmission: abc Notation
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“The Crowd That We’ve Assembled”: The Mudcat Café “The Crowd That We’ve Assembled”: The Mudcat Café
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Conclusions: Folk Transmission in the Digital Age Conclusions: Folk Transmission in the Digital Age
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Notes Notes
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References References
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23 “Tradition,” Vernacularism, and Learning to Be a Folk Musician With Social Media
Get accessSimon Keegan-Phipps is a lecturer in ethnomusicology at the University of Sheffield, specializing in the field of contemporary English folk and traditional music. He is a co-author of the 2013 book Performing Englishness: Identity and Politics in a Contemporary Folk Resurgence. He is currently Principal Investigator on the AHRC-funded Digital Folk project (www.digitalfolk.org).
Lucy Wright is an artist and research fellow at the University of Leeds, where she is currently exploring “failure” in cultural participation projects through social art practice. Examples of her practice-led research are available at www.artistic-researcher.co.uk.
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Published:08 October 2020
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Abstract
This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.
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