Welcome to the APME Memphis 2025 conference. Here, you’ll be able to register for the conference and update your Sched profile. The conference schedule will be available in late spring 2025. At that time, you can view the schedule and select the presentations you’d like to attend. If you have any questions, please visit our conference website or contact us at conference@popularmusiceducation.org We look forward to coming together as a community June 4–7, 2025.
Authenticity is contested in educational settings, particularly in the contexts of musical expression and songwriting. Existentialist philosophy brings a nuanced perspective to these discussions by focusing on the tensions between the given conditions of one's existence and the individual's capacity to rise beyond these conditions through choice (Satre, 1944). In songwriting, this translates into an artist’s freedom to express personal truths rather than conforming to societal expectations. Heidegger (1962) adds that embracing one’s potentialities and confronting life’s uncertainties are key to authenticity—a concept reflected in music through emotional integrity and a willingness to face vulnerability. Existentialism enriches our understanding of how personal expression, emotional honesty, and creativity shape meaningful music. Sartre (1944) suggests that individual actions contribute to a collective human experience, which aligns with how artists use songwriting to contribute authentically to a cultural narrative. Through their unique perspectives, songwriters contribute by crafting songs that reflect collective experiences and personal truths. Music thus becomes a meaningful dialogue with listeners, emphasizing our interconnected existence (Sartre, 1944; Taylor, 1992). However, the distinction between ethical authenticity and exploiting personal suffering highlights the critical need to develop self-awareness and question what it means to engage ethically with the songwriting process. Current social climate also places an emphasis on the notion that people who have experienced trauma have more capacity for authenticity than others (Anderson & Peña-Guzmán, 2023), thus adding a further layer of complexity with regard to a so-called “ethics of authenticity”. Ethical authenticity calls for being genuine and true to oneself, but it also requires self-awareness, emotional regulation, and consideration for others. It involves sharing one's experiences and emotions in a way that is respectful, empathetic, and conducive to healthy relationships. In education, fostering authenticity means creating inclusive, supportive environments where students feel encouraged to explore their unique voices. Prioritizing authenticity in the classroom helps students embrace their individuality in the context of the collective, develop their unique artistic voices, and engage in personal growth—fostering both artistic expression and human connection.
