The purpose of this study was to develop a commercial singing guide that could be used as an aid in teaching selected elements of commercial singing. It addressed itself specifically to the following problems: determining how the selected elements of the commercial vocal style are produced, developing a guide for teaching the production of this vocal style to trained and untrained singers and evaluating the effectiveness of the guide.

High school general music classes often primarily consist of lectures about the Western art canon, despite repeated calls for a popular music focus (Deal, 1984; Miceli, 1998; Snell, 2007; Thompson, 1979; Woody, 2007). It is argued that the latter approach can alleviate student apathy toward class content and boredom, provide more meaningful learning experiences for the students, and create a more positive experience for the teacher. The purpose of this study is to examine the experiences of students and teachers in both a traditional general music class and a popular music-focused general music class. In this qualitative comparative study, I studied two high school general music classes in Tennessee and investigated the experiences of the students and teachers with respect to subject matter, teaching techniques, and meaningful learning. My data sources were interviews with teachers and students, classroom observations, and classroom archival documents. I analyzed the data using interpretive coding guided by a constant comparative approach. Cross-case emergent themes involving meaningful learning included students' preference for music studied at the end of the semester and a high level of student-teacher interaction and engagement when studying popular styles of music. Regarding curricula and teaching methods, cross-case themes showed similar attitudes and frustrations for teachers and students in both classes. Within-case themes in the Music for Listeners class included an expressed student desire to learn popular music, student lack of understanding of the Western art canon, and student ability to connect class topics to outside of school activities. Within-case themes in the Development of Rock 'n' Roll class illustrated the importance of delivery style and technology in the general music classroom. I concluded that a combination of curriculum and teaching style produced differing experiences for the students and teachers. Based on the results of this study, suggestions for education profession include employing a genre of music that is meaningful to the students in their daily lives; engaging students in conversations about the music they enjoy; avoiding "busy work" and ensuring that assignments are relevant; and providing ample music listening opportunities.

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Användande av teknik har haft stor inverkan på hur musik låter och skapas. Elgitarren och dess tillbehör har möjliggjort för gitarrister att skapa ljud som inspirerar till kreativitet och vidareutveckling av speltekniker. Denna studie syftar till att undersöka och bidra med mer kunskap om hur lärare i elgitarr ser på att inkludera tekniskt medierade sound (TMS) i sin undervisning och vilka undervisningsstrategier de använder för att utveckla elevers musikaliska uttryck med TMS som hjälpmedel. Materialet samlades in genom enskilda kvalitativa forskningsintervjuer med tre lärare i elgitarr som i huvudsak undervisar på kulturskola. Analys av materialet gjordes med ett diskurspsykologiskt angreppsätt. Resultatet visar att TMS legitimeras genom instrumentkännedom för elever på nybörjarnivå och att TMS involveras mer i ensemble. Ämnet får större plats i instrumentundervisningen när elever utvecklat färdigheter på instrumentet till den nivån att undervisningen innehåller moment av improvisation, fördjupande genrekännedom och vidareutvecklande av spelteknik. Studien ger en inblick i hur undervisning kan se ut inom detta område som anses vara en betydande del i att spela elgitarr. / Use of technology has had a major impact on how music sounds and is created. The electric guitar and its gear have enabled guitarists to create sounds that inspire creativity and further development of playing techniques. This study aims to investigate and contribute knowledge about how electric guitar teachers view the inclusion of technologically mediated sound (TMS) in their teaching and which strategies they use to develop students' musical expression with TMS as an aid. The material was collected through individual qualitative research interviews with three electric guitar teachers who mainly teach at kulturskola. Analysis of the material was done using a discourse psychology approach. The result shows that TMS is legitimized through instrument knowledge for students at beginner level and that TMS is more involved in ensemble. The subject takes on a more significant role in instrument teaching when students have developed skills on the instrument to the level that the teaching includes elements of improvisation, in-depth genre knowledge and further development of playing technique. The study provides insight into what teaching can look like with this subject matter, which is considered a significant part of playing the electric guitar.

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