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Music as aesthetic communication within schools
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
UTEP, Stockholms Universitet.
2012 (English)In: International Society for Music Education, Thessaloniki: ISME , 2012Conference paper (Refereed)
Abstract [en]

Music is a complex phenomenon, and the learning of music even more so. Learning of music takes on an amazing variety of forms in different cultures and practices, whilst in the western school tradition of music teaching, it is mostly about developing skills in music and knowledge about music strictly within the borders of the music classrooms. This is  particularly true for older students. Aesthetic experience and communication, which in this presentation is considered the core of music, is often neglected or assumed to come as side effects of the teaching of skills and knowledge. Studies show that some pupils feel an alienation of the school subject music – that there is a gap between school music and the music that is of existential value to them outside school, and also a gap between music and other forms of communication, knowing and learning: Outside of the school context music is being used for personal fulfilment, social interaction, identity creation and p   ersonal and social reflection where the borders of music towards other forms of expression and communication is of no inherit importance. In this presentation we will discuss how a holistic view on music teaching and learning, departing from aesthetic experience and communication, can contribute to a pedagogy where the student are offered meaningful musical learning within the school setting. The points of departure for our discussion are views of democracy, aesthetic communication and communication developed from the traditions of John Dewey, Michelle Dufrenne and Hanna Arendt. As an empirical inspiration for the analysis is a comparison between the two latest curricula for the Swedish compulsory school, where the usage of the concept “aesthetic” is being scrutinized. Aesthetic communication is often understood as multimodal communication where multiliteracy is needed to be able to be an active citizen and participant in your own life. However, in addition to the multimodal and multilitacy aspects, the term aesthetic communication implies aspects of existential opportunities and possibilities. In a formalised educational setting that means facilitating for learning that involves presence, representation and imagination, reflection and emotions, and where knowledge and skills are being treated in particular context with bearing for the individual in their soci   al contexts. In the current Swedish curriculum such teaching practices could be

Place, publisher, year, edition, pages
Thessaloniki: ISME , 2012.
Keyword [en]
Music education, eastetic communication, curricula, phenomenology, pragmatism
National Category
Research subject
Curriculum Studies
URN: urn:nbn:se:uu:diva-162551OAI: oai:DiVA.org:uu-162551DiVA: diva2:460772
ISME 2012 Greece
Available from: 2011-12-01 Created: 2011-12-01 Last updated: 2013-11-27Bibliographically approved

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