Mus(ick)ing on Pedagogical Relations as the Art of Encounter
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| Title: | Mus(ick)ing on Pedagogical Relations as the Art of Encounter |
|---|---|
| Language: | English |
| Authors: | Anne Pirrie (ORCID |
| Source: | Educational Philosophy and Theory. 2025 57(4):328-339. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Music Education, Drills (Practice), Creative Activities, Discovery Learning, Discovery Processes, Creative Thinking, Instructional Development, Educational Philosophy, Sense of Belonging, Power Structure |
| DOI: | 10.1080/00131857.2024.2438215 |
| ISSN: | 0013-1857 1469-5812 |
| Abstract: | This article comprises a lyrical exposition of the 'in-betweenness' that underlies pedagogical relations and musical practice. The latter comprises making, performing, teaching, and indeed listening to music, phenomena encapsulated in the term 'musicking', first coined by the musicologist Christopher Small in 1999. Improvisatory practice is inscribed into the very process of writing as a means of mainstreaming the power of connection; and troubling the notion of "seeking" as the hallmark of 'poor pedagogy' (Masschelein, 2010) or weak education (Ingold, 2018). Drawing "inter alia" on a scintillating improvisational performance by the musician Bobby McFerrin, we argue that pedagogical relations, construed as the art of encounter, are about "finding" rather than seeking. Finding implies experiencing a sense of connection, 'that feeling of landing in the present tense', of being immersed in whatever occupies you, paying close attention to the details of experience' (Tempest, 2020, p. 5). This is a far cry from education in a major key, the secure territory of understanding that is premised on codified knowledge that pre-empts attention or marginalises it altogether. We draw on examples from music education to explore the deleterious effects of power dynamics. We end with a rallying cry for education as a common chorus. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467801 |
| Database: | ERIC |
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| Abstract: | This article comprises a lyrical exposition of the 'in-betweenness' that underlies pedagogical relations and musical practice. The latter comprises making, performing, teaching, and indeed listening to music, phenomena encapsulated in the term 'musicking', first coined by the musicologist Christopher Small in 1999. Improvisatory practice is inscribed into the very process of writing as a means of mainstreaming the power of connection; and troubling the notion of "seeking" as the hallmark of 'poor pedagogy' (Masschelein, 2010) or weak education (Ingold, 2018). Drawing "inter alia" on a scintillating improvisational performance by the musician Bobby McFerrin, we argue that pedagogical relations, construed as the art of encounter, are about "finding" rather than seeking. Finding implies experiencing a sense of connection, 'that feeling of landing in the present tense', of being immersed in whatever occupies you, paying close attention to the details of experience' (Tempest, 2020, p. 5). This is a far cry from education in a major key, the secure territory of understanding that is premised on codified knowledge that pre-empts attention or marginalises it altogether. We draw on examples from music education to explore the deleterious effects of power dynamics. We end with a rallying cry for education as a common chorus. |
|---|---|
| ISSN: | 0013-1857 1469-5812 |
| DOI: | 10.1080/00131857.2024.2438215 |
