You may know it, but perhaps not really: the afterbeat, formed by the second and fourth beats of the bar. Its subtle pulse makes you move without even realising it. The afterbeat plays a vital role in pop music, which is why this year’s Popweek theme is ‘Get off that Beat’ – The Afterbeat.
Students from the Music in Education programme immerse themselves for an entire week in the world of funky grooves, laid-back reggae and everything in between. Yesterday marked the kick-off of Popweek. Students from different year groups collaborate around their shared love of pop music, whether as drummers, guitarists, bassists, keyboard players or on any other instrument of their choice. Through playing together, they discover how timing, syncopation and that magical afterbeat can make a song swing — or deliberately throw it off balance.
How does the afterbeat resonate in the musical hearts of both students and lecturers in the Music Education programme? What do you learn from collaborating across year groups? And how do you take those lessons into your work as a musician and teacher? We asked two students with the same name (pure coincidence!): second-year student Jeroen Schilder (Jeroen S.) and third-year student Jeroen Jansen (Jeroen J.). We were also curious about how the lecturers arrived at this theme and which didactic ideas underpin it. Lecturer Sander Ruijters explains.
Lecturers and band leaders kick-off the week during the opening
Jeroen and Jeroen, how do you experience working with students from different year groups? What lessons do you take away from it?
“It’s great to learn from one another,” says Jeroen S. “Every Music Education student has their own unique talent. Popweek is the perfect opportunity to showcase all those different strengths.”
Jeroen J. adds: “Throughout the year, it’s really nice to have a fixed class that you grow close to and collaborate and present with a lot. Projects that combine different year groups place you in a new context as a musician and teacher, allowing you to build meaningful connections beyond your own class. It also shows that while the programme has a clear structure, we are all unique artists across all years and can learn from one another. That really encourages curiosity and openness.”
What do you learn in this type of education that prepares you for your future as a working musician and teacher?
This form of education places a strong emphasis on practical skills and action-oriented learning. Jeroen J.: “It’s mainly about showing up, taking action, reflecting, developing a new approach, showing up again — and repeating the cycle. That’s typical of this Popweek, where you have to get three songs performance-ready in a short amount of time. But it’s also very characteristic of working as a teacher, where you need to prepare lessons as efficiently as possible.”
During the intense Popweek, Jeroen S. notices that they develop speed, impact and decisiveness. “You have to deliver a sharp performance at a rapid pace. That requires making firm decisions, adapting quickly and collaborating smoothly. In the professional field, you need to be able to switch gears fast, improvise on the spot, and still deliver a high-quality result. That’s invaluable.”
What does the afterbeat do for you as a musician and as a teacher in the making? How does it inspire your work, both artistically and pedagogically?
Jeroen S. describes the afterbeat as “the backbone of many different styles within pop music. It runs like a common thread through pop history. For pupils, it’s important to be exposed to a wide range of styles — and as a teacher, you need to have those styles truly under your fingers. A shining example inspires, but you do have to be able to play first.”
Jeroen J. highlights a different aspect of the theme, namely the experience it creates. “The afterbeat, in the broadest sense, just feels incredibly good. It makes me think of togetherness, danceability, enjoyment — and a thousand other superlatives. I think that’s the essence that inspires us all artistically. And when we design lessons using music we genuinely love, that enthusiasm naturally feeds into the pedagogical side of our teaching.”
Rehearsing and reflecting — on repeat
Sander, what makes Popweek so special for you as a lecturer every year?
A brief explanation of the programme structure helps to answer that question. “It is the second project week of the academic year within the Music Education programme at Conservatorium Maastricht. The first project week focuses more on the voice, and therefore the individual. The second project week centres on making music in a small group: the pop band. The third project week focuses on working with a larger group: your class.”
Popweek therefore concentrates on collaboration within a small group — the pop band — with students working across year groups. “Each band consists of students from different years. As a result, every student has a different role during Pop Week, depending on their year of study. In the first year, the focus is more on gaining experience with new instruments (exploring and broadening). In the third year, students are responsible for arranging the music. And in the fourth year, you might even find yourself leading one of the Popweek bands. Although all students already know each other, Popweek involves an entire week of intensive collaboration with students from other year groups.”
On Friday evening, the Popweek culminates in a live performance — a challenging goal to work towards together. “We always perform at one of the great pop venues in our region, such as the Muziekgieterij or the Nieuwe Nor. The venue is always packed, and students are eager to present themselves at their very best.”
What are common learning outcomes that emerge from this form of collaboration? Is there a recurring, noticeable development you see in students during such a week?
“Each student receives all relevant information about Popweek a few weeks in advance. They know who they will be working with and which lecturer will guide the rehearsals. They also receive a set of learning objectives. Based on these objectives, students write a reflection report on Thursday evening, after the penultimate rehearsal. In this report, they reflect on their actions during Popweek: What did you want to do? What did you actually do? How did that go? And how can you still adjust things on the final day to ensure a smooth ‘landing’ of the work?”
Because students explore specific roles and skills depending on their year group, the learning objectives differ as well. Sander explains: “A first-year student might reflect on a learning objective centred around doing something within the band that they have never done before. They also reflect on their auditory skills: Could I hear where we were in the song? Could I hear the harmonic structure? Could I work out and sing a second vocal line?”
Third- and fourth-year students reflect differently on their role. “In their case, the focus is on a different type of musical contribution. For example: As a third-year student, are you able to raise the musical level of the entire band by actively guiding the process?”
Moreover, after Popweek you notice that all students have been deeply engaged in making music on various instruments, within a context-oriented environment. Making music together touches almost all of the key learning objectives of our programme.
Practicing on and on
And for you as a lecturer: what can students apply immediately in their professional lives as musicians and teachers?
Sander points out that differentiated ensemble playing appears in almost every educational context. “During Popweek, you are at the heart of this concept yourself, but in practice, as a music teacher, you constantly find yourself in similar situations — whether as a teacher or a coach.”
This ranges from ensemble playing in primary school sound games to final-year VWO practical exams. “Or within the field of orthopaedic music education, where communication through ensemble playing and collaboration skills are essential. Pop Week is highly relevant in that regard.” And of course, students also develop their craft. “Every student wants to perform their part of the song at the highest possible level.”
Why did you choose this particular theme, the Afterbeat, with the subtitle ‘Get off that Beat!’? How did it come about?
“After the beat, there is always an interesting musical space. Continuously playing after the beat creates repeated syncopation. We found that an interesting area of exploration for our students. Timing is a fundamental element in (pop) music — it’s a feeling that manifests differently in every musician.” This was clearly evident in the differing approaches of Jeroen. and Jeroen. According to Sander, the afterbeat could also serve as a counter-movement to the mass production of AI-generated music. “That’s something we’re exploring this week.”
What does the afterbeat do for you personally, as musicians and as teachers? How does it inspire your work, both artistically and pedagogically?
“Both the afterbeat (the accent on the offbeat: beats two and four) and syncopation have something intriguing about them. You could see them as unpredictable — like a brief stumble, a moment of delay that creates tension. The afterbeat also invites you to question your own sense of timing. Not only in your playing, but also in your role as a music educator. How do you deal with time? Is there time between stimulus and response? Is there time between a musical input and the feedback you give?” According to Sander, one could philosophise about this for hours. “Time is a fascinating concept — both in music and in education.”
Experience the final presentation of the Music in Education Popweek on 6 February during the end concert!
Curious to see how deeply the afterbeat has resonated with the students? This Friday, 6 February, they will take to the stage at the Muziekgieterij with their own interpretations of well-known hits, inspired by the power of the afterbeat. Together, they will deliver a dynamic mix of live performances, creativity and energy on one stage. Let yourself be swept away by the vibrant atmosphere and experience how the students play with the beat and rhythmically keep you on your toes. Read all about the final concert here. See you on Friday!
