Rathgeber, J., & Rathgeber, W. (Forthcoming). Approximating by ear: A scaffolded approach. In B. Powell & G. D. Smith (Eds.), The Modern Band Handbook: Practical Perspectives and Lessons for Music Educators. Oxford University Press.

Description: In this chapter, we describe a series of scaffolded activities with pedagogical suggestions for teachers to help younger/beginning learners develop their competencies with creating approximations of personally and culturally meaningful songs. We present a structure that centers listening-centric learning and scaffolded exploration, making use of tasks common to modern band literature as well as the personal practices of many popular musicians. We encourage you to personalize, reorder, and remix the ideas below to best meet the desires and needs of the learners with whom you work. 

Rathgeber, J., Bernard, C. F. (2022). When I say “modern,” you say, “bands: A critical narrative of modern band and Little Kids Rock as music education curriculum. Journal of Popular Music Education, 5(3), 337-358(22),

Abstract: This article is based on the lived experiences of the authors engaging with modern band and the organization Little Kids Rock (LKR). We approach this research as critical storytelling to highlight the importance of critique of music curriculum and pedagogy. We identify moments of cognitive dissonance we experienced with LKR and modern band and unpack them through theory. Data included review of LKR materials, journals, text-messages, reflective writing, and discussion around participation in LKR-sponsored events. We share our critical story through text messages and narration, through which we note issues such as neoliberalism and indoctrination; language mis(use) through educational buzzwords; identity reformation; and the manner in which teachers feel a need to cling to methodolatry or act as change agents. We illustrate the central role critique plays in music teaching discourses and practices to guide music teachers to accept vigilance of curricular resources and pedagogical approaches presented to them

Rathgeber, J. (2017). A place in the band: Negotiating barriers to inclusion in a rock band ​ setting. In G. D. Smith, M. Brennan, P. Kirkman, Z. Moir, & S. Sambarran (Eds.), Routledge Research Companion to Popular Music Education (pp. 369-381). London, UK: Routledge.

Introduction: In this chapter I discuss means of fostering inclusive music making experiences as demonstrated in the practices of a music therapy rock band, the Smooth Criminals. The band uses many adaptive strategies to mitigate physical barriers to participation that may be useful in other music learning spaces. The band’s practices provide means of identifying and negotiating social barriers deeply rooted within popular and informal learning practices. 

​​Abstract: This case study explores the means and meanings of participation in a music therapy rock band for young adult members. The band, the Smooth Criminals, was comprised of five young adult members diagnosed with developmental disabilities and four adult assistants, including three music therapists/interns and myself as a volunteer. Data collection included: video recordings of weekly rehearsals and three concert; field notes; interviews with young adult members, their family members, and the other adult assistants; and a researcher journal. Through data analysis using organizational and axial coding, three major themes emerged: (1) young adult members use the band as a space to play with and construct personal identity, (2) participation in the band afford the young adult members and their family members a space for community and mutual care, and (3) adult assistants as acting as embellishers and providing a safety net. Findings suggest the experiences hold mostly social and identity-based meanings for young adults and that actions of the young adults are facilitated by self-adaptations and help from adult assistants. The discussion explores possible implications of this study for music education and music education research practices.

​Keywords: Developmental disabilities, music therapy, popular music, adaptive practices, inclusion