David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 37 (1):77–92 (2005)
In this article I propose a theory of musical meaning and experience which takes into consideration the dialectical relationship between musical text and context, and which is flexible enough to apply to a range of musical styles. Through this theory I examine the roles played by the school music classroom which, despite the multiplicity of musical styles now incorporated into schooling, continues to contribute to the reproduction of existing social relations in the wider society. I consider how music itself can be understood to construct and communicate apparent ‘truths’ about ourselves and society and what role the classroom plays in perpetuating those ‘truths’. Finally I argue for a partial but necessary reinstatement of the much‐maligned notion of musical autonomy as a critical moment in any attempt to change things
|Keywords||musical meaning musical autonomy musical experience social reproduction schooling|
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References found in this work BETA
Leonard B. Meyer (1956). Emotion and Meaning in Music. [Chicago]University of Chicago Press.
Lucy Green (1988). Music on Deaf Ears Musical Meaning, Ideology, Education. Monograph Collection (Matt - Pseudo).
Martin Clayton, Trevor Herbert & Richard Middleton (eds.) (2003). The Cultural Study of Music: A Critical Introduction. Routledge.
D. Clarke (2003). Musical Autonomy Revisited. In Martin Clayton, Trevor Herbert & Richard Middleton (eds.), The Cultural Study of Music: A Critical Introduction. Routledge
Lucy Green (1997). Music, Gender, Education. Monograph Collection (Matt - Pseudo).
Citations of this work BETA
Panagiotis A. Kanellopoulos (2012). Envisioning Autonomy Through Improvising and Composing: Castoriadis Visiting Creative Music Education Practice. Educational Philosophy and Theory 44 (2):151-182.
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