Politics of Not Knowing: The Disappearing Act of an Education in Music
2011; Routledge; Volume: 27; Issue: 3 Linguagem: Inglês
ISSN
1057-896X
AutoresCathy Benedict, Patrick Schmidt,
Tópico(s)Art Education and Development
ResumoDUCATION IN MUSIC tells both a cautionary tale about the institutionalization of creative practices, as well as demarcates the possibilities that socio-artistic enterprises bring to learning and teaching. In short, an education in music speaks of the delicacy of music politics, of the veiled danger of automated responses to well-known practices, and of how we resist the fear that cherished artistic enterprises really can be or be seen as mundane. Indeed, if we look across the nation at the practice of music in schools for the last 80 years, the parameters of learning have experienced modest or little change. At the secondary level the structure of large ensembles remain virtually the same, with the occasional theory or music appreciation class thrown in. Middle schools either serve as initiation to the ‘real’ musical practices of high school, or are caught in the (at times loathed) world of general music. And at the elementary level, mostly the realm of music teaching methods such as Kodaly, Orff, Suzuki 1 , music learning is understood functionally as preparatory; the musical analogue to pre and functional literacy. 2
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