A Deleuzian Reimagining of Susanne Langer's Philosophy: Becoming-Feeling in Music Education

Autor/in	Richerme, Lauren Kapalka
Titel	A Deleuzian Reimagining of Susanne Langer's Philosophy: Becoming-Feeling in Music Education
Quelle	In: Music Education Research, 20 (2018) 3, S.330-341 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2017.1409201
Schlagwörter	Music Education; Philosophy; Art; Aesthetics; Responses; Sensory Experience; Emotional Response + Suchen Sie Ihr Suchwort? Musikerziehung; Philosophie; Arts; Kunst; Ästhetik; Sinnerfahrung; Emotionales Verhalten
Abstract	While Langer's assertions about feeling and art have had a marked impact on music educators' thinking and action, they have also earned substantial critique. The purpose of this philosophical inquiry is to examine Langer's and Deleuze's writings about the ontology of art and to posit a new concept, 'becoming feeling,' inspired by the meeting of their philosophies. Deleuze's assertions about forces, intensities, and becomings avoid the pitfalls of Langer's statements about music's symbolic nature, but his focus on 'nonhuman becomings' has the potential to neglect the emotional aspects of humanity that Langer finds central to musical experiences. I offer that artistic experiences foster 'becoming-feeling,' which involves sensing the world as though one were specific, continually-changing feelings. Examples of how musically educative experiences centred on 'becoming-feeling' might lead to more refined and ordered understandings as well as to more complex and confused ones are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01