Philosophy of Music Education Challenged: Heideggerian Inspirations: Music, Education and Personal Development

261 Pages·2015·3.42 MB·English

by  Frederik Pio, Øivind Varkøy (eds.)

Landscapes: the Arts, Aesthetics, and Education 15
Frederik Pio
Øivind Varkøy Editors
Philosophy of
Music Education
Challenged:
Heideggerian
Inspirations
Music, Education and Personal
Development
P hilosophy of Music Education Challenged:
Heideggerian Inspirations
L andscapes: the Arts, Aesthetics, and Education
V OLUME 15
S ERIES EDITOR
L iora Bresler, U niversity of Illinois at Urbana-Champaign, U.S.A.
E DITORIAL BOARD
E eva Antilla, T heatre Academy, Helsinki, Finland
M agne Espeland, S tord University, Norway
C hris Higgins, U niversity of Illinois at Urbana-Champaign, U.S.A.
R ita Irwin, T he University of British Columbia, Canada
S amuel Leong, H ong Kong Institute of Education, Hong Kong
M inette Mans, I nternational Consultant, Windhoek, Namibia
M ike Parsons, T he Ohio State University, U.S.A.
E va Sæther, Lund University, Malmö Academy of Music, Sweden
S hifra Schonmann, U niversity of Haifa, Israel
J ulian Sefton-Green, U niversity of Nottingham, UK
S usan W. Stinson, U niversity of North Carolina at Greensboro, U.S.A.
C hristine Thompson, Pennsylvania State University, U.S.A.
S COPE
T his series aims to provide conceptual and empirical research in arts education, (including
music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the
post-modern paradigm shift. The changing cultural, historical, and political contexts of arts
education are recognized to be central to learning, experience, and knowledge. The books in
this series present theories and methodological approaches used in arts education research as
well as related disciplines – including philosophy, sociology, anthropology and psychology
of arts education.
M ore information about this series at h ttp://www.springer.com/series/6199
F rederik P io • Ø ivind V arkøy
E ditors
P hilosophy of Music
Education Challenged:
Heideggerian Inspirations
M usic, Education and Personal Development
E ditors
F rederik P io Ø ivind V arkøy
D epartment of Education N orwegian Academy of Music
A arhus University O slo, N orway
C openhagen, D enmark
Ö rebro University, Ö rebro, S weden
ISSN 1573-4528 ISSN 2214-0069 (electronic)
I SBN 978-94-017-9318-6 ISBN 978-94-017-9319-3 (eBook)
D OI 10.1007/978-94-017-9319-3
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L ibrary of Congress Control Number: 2014953789
© Springer Science+Business Media Dordrecht 2 015
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C ontents
1 I ntroduction. An Ontological Turn in the Field of Music
and Music Education .............................................................................. 1
F rederik P io and Ø ivind V arkøy
Part I Technical Rationality and Nihilism
2 M usings of Heidegger. Arts Education and t he Mall
as a ‘Debased’ (Dreyfus) Work of Art ................................................... 1 7
F rederik P io
3 T he Intrinsic Value of Musical Experience. A Rethinking:
Why and How? ........................................................................................ 4 5
Ø ivind V arkøy
4 W ays of Revealing: Music Education Responses
to Music Technology ............................................................................... 6 1
D avid L ines
5 T owards an Ontological Turn in Music Education with Heidegger’s
Philosophy of B eing and His Notion of R eleasement ............................ 7 5
H anne F ossum
Part II Music and Being
6 B ody – Music – Being. Making Music as Bodily Being
in the World ............................................................................................. 1 01
L ars O berhaus
7 M usic as Art – Art as Being – Being as Music. A Philosophical
Investigation into How Music Education Can Embrace
a Work of Art Based on Heidegger’s Thinking .................................... 1 13
S usanna L eijonhufvud and C ecilia F erm T horgersen
v
vi Contents
Part III Musical Experience
8 M usic, Truth and Belonging: Listening with Heidegger ..................... 1 31
E rik W allrup
9 T he Phenomenology of Music: Implications for Teenage
Identities and Music Education ............................................................. 1 47
C harles F ord and L ucy G reen
1 0 M usic Education as a Dialogue Between the Outer
and the Inner. A Jazz Pedagogue’s Philosophy
of Music Education ................................................................................. 1 69
E lin A ngelo
1 1 P endulum Dialogues and the Re-enchantment of the World .............. 1 85
E dvin Ø stergaard
Part IV Bildung and Truth
1 2 R evisiting the Cave: Heidegger’s Reinterpretation
of Plato’s Allegory with Reference to Music Education ...................... 2 01
C hristopher N aughton
1 3 F rom Heidegger to Dufrenne, and Back: B ildung Beyond
Subject and Object in Art Experience .................................................. 2 13
E inar R usten
1 4 P ractice as Self-Exploration ................................................................... 2 29
M orten C arlsen
1 5 A rt and “Truth.” Heidegger’s Ontology in Light of Ernst
Bloch’s Philosophy of Hope and Hans-Georg Gadamer’s
Play-Metaphor. Three Impulses for a New Perspective
of Musical Bildung .................................................................................. 2 43
K arl H einrich E hrenforth
A bout the Authors
E lin A ngelo is Associate Professor in Music and Art Education at The Norwegian
University of Science and Technology, Programme for Teacher Education
(Trondheim, Norway). She holds a Ph.D. in education. Her main research interest is
philosophy of music and arts education. She is especially occupied with the ques-
tions of profession understanding and philosophies of work within and around the
fi elds of music and art education, in school and society. Angelo has published a
number of articles, chapters and books in this fi eld, and is a presenter on national
and international conferences. During 2014 she will publish her book Profession
Understanding and Art Pedagogy (Profesjonsforståelser og kunstpedagogikk), and
edits together with Signe Kalsnes (Norwegian Academy of Music, Oslo) the anthol-
ogy Artist or teacher? Professional Dilemmas in Music and Art Teacher Education
(Kunstner eller lærer? Profesjonsdilemmaer i musikk- og kunstpedagogisk
utdanning).
M orten C arlsen is Professor of Viola and teaches related subjects at the Norwegian
Academy of Music. He is a regular visiting teacher at the University of Music in
Vienna, where he studied, and the Paris Conservatoire. His career as performer
involved orchestral positions, top-level chamber music and solo performances and
recordings. Carlsen is fascinated also by the more philosophic aspects of teaching
and performing and has written smaller articles and lectured on subjects such as
instrumental practice, performer history and talent education. A collection of his
advanced exercises for violin/viola, V ademecum, has been published.
K arl H einrich E hrenforth is Prof. Dr. Phil. with studies in music education, musi-
cology, German literature and theology. He has worked as teacher (1956–1972) and
professor at Hochschule für Musik Detmold (Germany) (1972–1993). From 1981 to
1990 he was President of the “Verband Deutscher Schulmusiker” (VDS), since
2003 Honorary Chairman of VDS. Ehrenforth has among other works published the
books Geschichte der musikalischen Bildung. Eine Kulturgeschichte in vierzig
Stationen (2nd edition 2010), and H inhören – Zuhören- Durchhören. Aspekte einer
dialogischen Hermeneutik der Musik in vermittelnder Absicht (2014).
vii
viii About the Authors
C harles F ord is an Associate Fellow at the Institute of Musical Research, School of
Advanced Studies, University of London (UK). His recent book, M usic,
Enlightenment and Sexuality in Mozart’s Figaro, Don Giovanni and Cosi fan Tutte
combines depth analysis with an exploration of how these operas ‘sound’ the
European Enlightenment. He has also published articles on irregular rhythms in late
1960s popular music, and his current research is pursuing this topic further.
H anne F ossum is Associate Professor in Music Education at Oslo and Akershus
University College of Applied Sciences (Oslo, Norway). Her main research interest
is in the philosophy of music education. She is especially working with issues
related to music aesthetics, ontological and epistemological questions, and dialo-
gism. She has published articles in Norwegian, English and German.
L ucy Green is Professor of Music Education at the London University Institute of
Education (UK). Her research interests are in the sociology of music education,
specializing in meaning, ideology, gender, popular music, informal learning, and
new pedagogies. She is the author of fi ve books and numerous shorter works, has
given keynotes in countries across the world, and serves on the Editorial Boards of
13 journals. Lucy created the ‘Informal Learning’ pathway within the British proj-
ect ‘Musical Futures’, and is currently taking this work forward into instrumental
tuition.
S usanna Leijonhufvud is a doctoral student in musicology at Örebro universitet
(Sweden). She achieved a licentiate degree in 2011 with the thesis E xperience of
singing – a musically vocal confi rmation of my existence in the world. A phenome-
nological investigation from a fi rst-person perspective. Susanna has also developed
an assessment support in music for Swedish compulsory school year 6. She is cur-
rently running her Ph.D. project on implications of digital music distribution with
S potify in focus. Writings are internationally presented at various conferences as
Nordic Network for Music Educational Research, Nordic Musicological Congress,
International Conference for Research in Music Education and at a pre-conference
of International Symposium on the Philosophy of Music Education.
D avid Lines is Acting Head of the School of Music at the University of Auckland.
His music research interests include music education philosophy, improvisation,
music technology, early childhood music education and studio pedagogy. He is
author/editor of the book Music Education for the New Millennium (2005) and he
plays jazz piano in his spare time.
C hristopher N aughton Beginning as an early years teacher in London, Naughton
moved to becoming a music specialist at primary level before embarking on his
masters at York University. He took up his fi rst post in higher education at the
University of Exeter where he became involved in community samba. Naughton sat
up his own samba school at the University of Auckland New Zealand in 1999, and
began his research into samba as a means to develop undergraduate music educators
About the Authors ix
treating samba as a fundamental part of a music education course. He is currently
engaged in several research projects looking at developing work with community
artists in early childhood centres. Naughton is editor of the journal H e Kupu , a dedi-
cated early childhood education journal.
L ars O berhaus is Professor of Music Education and Director of the Institute of
Music at the Carl von Ossietzky University Oldenburg/Germany. He studied music
and philosophy and wrote his thesis about M usic and Embodiment. Phenomenological
Analysis of Corporeality in Music Education. After working as a Secondary school
teacher, he was Professor in Music Education at the University of Weingarten
(2007–2012). His interests are philosophy of music education, music education and
interdisciplinarity, and music in the early childhood. He has published many papers
about music didactics and is speaker at a number of national and international
conferences.
E dvin Ø stergaard is Professor of Art and Science in Education at Section for
Learning and Teacher Education, Department of Mathematical Sciences and
Technology (Norwegian University of Life Sciences). His main research and teach-
ing focuses are: phenomenology in science education and the kinship of art and
science in an educational perspective. He has published several articles in journals
like S tudies in Science Education, L eonardo, Journal of Aesthetic Education, and
Z eitschrift für Didaktik der Naturwissenschaften. Østergaard is also a composer,
and his music has been performed in several European countries, as well as in the
USA and Canada.
F rederik P io is currently Associate Professor at the University of Aarhus and lives
in Copenhagen with his wife and two kids. He has authored several books on phi-
losophy of music education as well as philosophy of general education. He is espe-
cially interested in music education, Bildung-theory and hermeneutical as well as
phenomenological lines of thought within the fi eld of education and teaching in
general.
E inar R usten holds a Ph.D. in music pedagogy with the thesis Musikk som dan-
nende virkeligheter – musikalsk livserfaring i lys av dannelsesteori (Music as culti-
vating realities – musical life experience in the light of Bildung- theory) (2006). He
practices as a private music teacher and pianist. His main research interest is in the
phenomenon of individual B ildung within contexts of art experience.
C ecilia Ferm T horgersen is Doctor and Professor in Music Education, at School
of Music in Piteå, Sweden. She graduated in June 2004 upon the thesis O penness
and Awareness – A Phenomenological Study of Music Teaching and Learning
Interaction. Her research areas are educational quality within music teacher train-
ing, with specifi c focus on Musikdidaktik and practical teacher training; how music
education in compulsory schools can be organized in democratic ways; and philo-
sophical studies concerning aesthetic communication based on a life world