That Entertainment Called a Discussion: The Critical Arts Pedagogy of John Cage

Autor/in	Muller, Otto
Titel	That Entertainment Called a Discussion: The Critical Arts Pedagogy of John Cage
Quelle	In: Action, Criticism, and Theory for Music Education, 14 (2015) 2, S.122-144 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Musical Composition; Music Education; Critical Theory; Music Teachers; Teaching Methods; Educational History + Suchen Sie Ihr Suchwort? Komponieren; Musikerziehung; Kritische Theorie; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte
Abstract	Just as John Cage used chance techniques to relinquish control in his practice as a composer, he used pedagogical techniques that facilitated shared learning and experimentation. The tenets of Critical Pedagogy, as laid out by Paulo Freire in "The Pedagogy of the Oppressed," offer insights into the structures and strategies implicit in John Cage's work as an educator. A survey of accounts by former students of Cage, as well as Cage's writings on education show that Cage's approach to both classroom and individualized teaching was characterized by the principles of co-intentional dialogue, praxis, holistic engagement, and an awareness of education as a moral and political act. Critical pedagogy, which clearly articulates and generalizes these principles, therefore offers an analysis that makes it possible to separate John Cage's innovations in music pedagogy from his personality and aesthetics, rendering them available for further development and application. (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01