Overview
- First full-fledged philosophical theory of performance pedagogy
- Grounds pedagogy in the disciplines of music theory and analysis, music philosophy, and historical musicology
- Narrows the gap between the speculative bias of studies in philosophy of music and the empirical bias of most studies in music education
- While addressing specifically pianistic issues, the ideas presented apply to the pedagogy of any instrument
- Includes supplementary material: sn.pub/extras
Part of the book series: Contemporary Philosophies and Theories in Education (COPT, volume 7)
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Table of contents (8 chapters)
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Front Matter
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Aesthetic Ideology
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Front Matter
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Methodology
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Front Matter
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Back Matter
Keywords
About this book
How can the studio teacher teach a lesson so as to instill refined artistic sensibilities, ones often thought to elude language? How can the applied lesson be a form of aesthetic education? How can teaching performance be an artistic endeavor in its own right? These are some of the questions Teaching Performance attempts to answer, drawing on the author's several decades of experience as a studio teacher and music scholar.
The architects of absolute music (Hanslick, Schopenhauer, and others) held that it is precisely because instrumental music lacks language and thus any overt connection to the non-musical world that it is able to expose essential elements of that world. More particularly, for these philosophers, it is the density of musical structure—the intricate interplay among purely musical elements—that allows music to capture the essences behind appearances. By analogy, the author contends that the more structurally intricate and aesthetically nuanced a pedagogical system is, the greater its ability to illuminate music and facilitate musical skills. The author terms this phenomenon relational autonomy. Eight chapters unfold a piano-pedagogical system pivoting on the principle of relational autonomy. In grounding piano pedagogy in the aesthetics of absolute music, each domain works on the other. On the one hand, Romantic aesthetics affords pedagogy a source of artistic value in its own right. On the other hand, pedagogy concretizes Romantic aesthetics, deflating its transcendental pretentions and showing the dichotomy of absolute/utilitarian to be specious.
Authors and Affiliations
Bibliographic Information
Book Title: Teaching Performance: A Philosophy of Piano Pedagogy
Authors: Jeffrey Swinkin
Series Title: Contemporary Philosophies and Theories in Education
DOI: https://doi.org/10.1007/978-3-319-12514-5
Publisher: Springer Cham
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2015
Hardcover ISBN: 978-3-319-12513-8Published: 27 July 2015
Softcover ISBN: 978-3-319-35933-5Published: 15 October 2016
eBook ISBN: 978-3-319-12514-5Published: 16 July 2015
Series ISSN: 2214-9759
Series E-ISSN: 2214-9767
Edition Number: 1
Number of Pages: XXI, 229
Number of Illustrations: 50 b/w illustrations, 8 illustrations in colour
Topics: Educational Philosophy, Music, Philosophy of Education, Creativity and Arts Education, Aesthetics