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Andrew Kania (2010). Silent Music.

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  1.  1
    What 4’33’’ Also Is: A Response to Dodd.Matteo Ravasio - forthcoming - Australasian Journal of Philosophy:1-6.
    Julian Dodd persuasively argues that John Cage’s 4’33’’ should be characterised as (1) a silent piece, as opposed to a sonically replete piece, containing the environmental sounds that occur as it is performed; (2) a piece of performance art, but not a piece of music; (3) a work of conceptual art. While I agree with Dodd’s claims, I contend that he fails to account for two features of 4’33’’. I argue that a qualified description of Cage’s work as belonging to (...)
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  2.  30
    A Return to Musical Idealism.Wesley D. Cray & Carl Matheson - 2017 - Australasian Journal of Philosophy 95 (4):702-715.
    In disputes about the ontology of music, musical idealism—that is, the view that musical compositions are ideas—has proven to be rather unpopular. We argue that, once we have a better grip on the ontology of ideas, we can formulate a version of musical idealism that is not only defensible, but plausible and attractive. We conclude that compositions are a particular kind of idea: they are completed ideas for musical manifestation.
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  3.  37
    What 4′33″ Is.Julian Dodd - 2017 - Australasian Journal of Philosophy 96 (4):629-641.
    ABSTRACTWhat is John Cage's 4′33″? This paper disambiguates this question into three sub-questions concerning, respectively, the work's ontological nature, the art form to which it belongs, and the genre it is in. We shall see that the work's performances consist of silence, that it is a work of performance art, and that it belongs to the genre of conceptual art. Seeing the work in these ways helps us to understand it better, and promises to assuage somewhat the puzzlement and irritation (...)
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  4.  18
    Practising Silence in Teaching.Michelle Forrest - 2013 - Journal of Philosophy of Education 47 (4):605-622.
    The concept ‘silence’ has diametrically opposed meanings; it connotes peace and contemplation as well as death and oblivion. Silence can also be considered a practice. There is keeping the rule of silence to still the mind and find inner truth, as well as forcibly silencing in the sense of subjugating another to one's own purposes. The concept of teaching runs the gamut between these extremes, from respectfully leading students to search and discover, to relentlessly bending them to one's own will. (...)
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