TY - JOUR
T1 - On being musical
T2 - Education towards inclusion
AU - Ruddock, Eve
PY - 2018/4/16
Y1 - 2018/4/16
N2 - This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’.
AB - This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’.
KW - commodified education
KW - intelligent experiencing
KW - musical
KW - Musicking
KW - serious play
UR - http://www.scopus.com/inward/record.url?scp=84978719303&partnerID=8YFLogxK
U2 - 10.1080/00131857.2016.1198248
DO - 10.1080/00131857.2016.1198248
M3 - Article
AN - SCOPUS:84978719303
SN - 0013-1857
VL - 50
SP - 489
EP - 498
JO - Educational Philosophy and Theory
JF - Educational Philosophy and Theory
IS - 5
ER -