Studious Play as an "Archê" of Creative Music-Making: Repositing "the Scandal of Democracy" in Music Education

Autor/in	Kanellopoulos, Panagiotis A.
Titel	Studious Play as an "Archê" of Creative Music-Making: Repositing "the Scandal of Democracy" in Music Education
Quelle	In: Action, Criticism, and Theory for Music Education, 20 (2021) 2, S.79-109 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Democracy; Music Education; Teaching Methods; Creative Teaching; Music Activities; Power Structure; Creativity; Music Teachers; Politics of Education; Educational Philosophy + Suchen Sie Ihr Suchwort? Demokratie; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Musikalische Aktion; Kreativität; Music; Teacher; Teachers; Musiklehrer; Educational policy; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This paper explores aspects of Creative Music in Education [CMinED] practices through a political philosophy perspective based on Jacques Rancière's approach to the notion of democracy. The paper begins with three cautionary tales about the difficult encounter between democracy and music education. This sets the stage for introducing a Rancièrian approach to democracy and music education. On the basis of this analysis, it is then proposed that the musical an-archê induced by Creative Music in Education practices, and in particular, by free improvisation, can be seen as a form of "studious play," a concept that comes from Giorgio Agamben (2005) and has been reworked from a philosophy of education perspective (Lewis 2013, 2014, Jasinski 2018. Jasinski and Lewis 2016). Studious play departs from the imposed repetition resulting from induction into musical traditions, but at the same time, it moves away from views of play as mere self-expression. By suspending but not rejecting musical traditions and practices, it continually moves between making ever new beginnings ([characters omitted]/ archês) and playing with and through the rules ([characters omitted]/ archês). The paper concludes by proposing that CMinED practices centering on experimental composing and improvising might be a means for practicing democracy through a pedagogy of studious play. (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	2024/1/01