I recently came across this 2007 article by Mark Steyn on music and what it reveals about the decline of popular culture. It's a lengthy article, but worth the read. Just a snippet:
“Popular culture” is more accurately a “present-tense culture”: You’re celebrating the millennium but you can barely conceive of anything before the mid-1960s. We’re at school longer than any society in human history, entering kindergarten at four or five and leaving college the best part of a quarter-century later—or thirty years later in Germany. Yet in all those decades we exist in the din of the present. A classical education considers society as a kind of iceberg, and teaches you the seven-eighths below the surface. Today, we live on the top eighth bobbing around in the flotsam and jetsam of the here and now. And, without the seven-eighths under the water, what’s left on the surface gets thinner and thinner.
So the “Music” chapter is the most difficult one for young fans of The Closing Of The American Mind—because it’s the point at which you realize just how much Allan Bloom means it. And by “young fans,” I mean anyone under the age of Mick Jagger, who features heavily in that section. ...
For Bloom to write his chapter on “Music” seems to many of us braver than attacking the 1960s or the race hucksters or his various other targets. No-one wants to be Mister Squaresville. And it’s interesting to see the reaction it gets from readers. Told by Bloom that they know nothing about Brahms or Mozart, they respond that he knows nothing about … well, whomsoever they happen to dig. ...
But Bloom is writing about rock music the way someone from the pre-rock generation experiences it. You’ve no interest in the stuff, you don’t buy the albums, you don’t tune to the radio stations, you would never knowingly seek out a rock and roll experience—and yet it’s all around you. ... Whether or not rock music is the soundtrack for the age that its more ambitious proponents tout it as, it’s a literal soundtrack: it’s like being in a movie with a really bad score. So Bloom’s not here to weigh the merit of the Beatles vs. Pink Floyd vs. Madonna vs. Niggaz with Attitude vs. Eminem vs. Green Day. ... [H]e’s not doing album reviews, he’s pondering the state of an entire society with a rock aesthetic.
That’s another reason I don’t like the term “popular culture”—because hardly any individual examples of popular culture are that popular. I don’t mean that whatever the current Number One single is this week will sell far fewer copies than the Number Ones of the 1940s, but in the sense that a gangsta rapper is not as popular as Puccini was ninety years ago, or Franz Lehár a century ago, or Offenbach. Popular culture has dwindled down to a bunch of mutually hostile unpopular popular cultures. The only thing about it that’s universally popular is its overall undemanding aesthetic.
So Bloom is less concerned with music criticism than with what happens when a society’s incidental music becomes its manifesto. The key to what’s happened is in the famous first sentence of the book. “There is,” writes the author, “one thing a professor can be absolutely certain of: almost every student entering the university believes, or says he believes, that truth is relative.” To quote the African dictator in a Tom Stoppard play, a relatively free press is a free press run by one of my relatives. A relative culture ends up ever shorter of any relatives to relate to. In educational theory, it’s not about culture vs. “counter-culture” but rather what I once called lunch-counterculture: It’s all lined up for you and you pick what you want. It’s the display case of rotating pies at the diner: one day the student might pick Milton, the next Bob Dylan. But, if Milton and Bob Dylan are equally “valid,” equally worthy of study, then Bob Dylan will be studied and Milton will languish. And so it’s proved, most exhaustively, in music.
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