Abstract
In this chapter, I connect the craft of music teaching with the ideals of some of the significant system builders of music education in the twentieth century, linking affiliated teaching strategies with categories of knowledge. These categories include music teachers’ knowing how and tacit knowledge, sometimes made explicit by language tools such as those afforded by, for example, Donald Schön or Lee Shulman. By drawing on Aristotle, I first describe these craft dimensions in terms of episteme, techne and phronesis and then connect them with aural-motor ways of teaching and non-verbal realms of human cognition, reaching deeper and wider than verbal-categorising cognition alone. This enables a critique of the global domination of visual-verbal priorities in everyday schooling as well as in educational politics and scholarship. Finally, I discuss whether seeing the craft of music teaching this way entails a potential to operate within a changing society in ways that contribute to social change. I suggest that in order to move in that direction, music teaching must transform into a reflective practice wherein the craft of music teaching and the changing society are continuously reflected in each other.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
References
Apple, M. (2007). Whose markets, whose knowledge? In A. R. Sadovnik (Ed.), Sociology of education. A critical reader. New York: Routledge.
Apple, M. (2013). Can education change society? New York: Routledge.
Apple, M. (2015). Educational realities and the tasks of the critical scholar/activist. Finnish Journal of Music Education, 02(18), 8–19.
Aristotle. (2011). The Nicomachean ethics. Chicago, IL: University of Chicago Press.
Baumann, Z. (2012). Liquid modernity (2012th edition). Cambridge, MA: Polity press.
Beck, U. (1994). Reflexive modernization. In U. Beck, A. Giddens, & S. Lash (Eds.), Reflexive modernization. Cambridge, MA: Polity Press.
Bjørkvold, J. R. (1992). The muse within: Creativity and communication, song and play from childhood through maturity. New York: Harper Collins.
Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Campbell, P. S., & Scott-Kassner, C. (1995). Music in childhood: From preschool through the elementary grades. New York: Schirmer.
Choksy, L., Abrahamson, R., Gillespie, A. E., Woods, D., & York, F. (2001). Teaching music in the twenty-first century (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Davidsson, L., & Scripp, L. (1992). Surveying the coordinates of cognitive skills in music. In R. Colwell (Ed.), Handbook of research on music teaching and learning (pp. 392–413). New York: Schirmer.
Fautley, M. (2016). Policy and assessment in lower secondary school music education: The English experience. In C. Hung-Pai & P. Schmidt (Eds.), Proceedings of the 18th international seminar of the ISME commission on music policy: Culture, education, and mass media. Birmingham, UK: Birmingham City University.
Finney, J. (2011). John Paynter, music education and the creativity of coincidence. British Journal of Music Education, 28(1), 11–26.
Giddens, A. (1990). The consequences of modernity. Stanford, CA: Stanford University Press.
Green, L. (2008). Music on deaf ears. Musical meaning, ideology and education (2nd ed.). Bury St. Edmunds, UK: Arima Publishing.
Gustavsson, B. (2000). Kunskapsfilisofi [The philosophy of knowledge]. Stockholm, Sweden: Wahlström & Widstrand.
Hall, S. (1992). The question of cultural identity. In S. Hall, D. Held, & A. McGrew (Eds.), Modernity and its futures (pp. 274–316). Cambridge, MA: Polity in association with the Open University.
Handal, G., & Lauvås, P. (2000). Veiledning og Praktisk Yrkesteori [Supervision and practical vocation theory]. Oslo, Norway: Cappelen Akademisk.
Hanken, I. M. & Johansen, G. (2013). Musikkundervisningens didaktikk [The didaktik of music teaching]. Oslo, Norway: Cappelen Damm Akademisk.
Houlahan, M., & Tacka, P. (2012). From sound to symbol: Fundamentals of music (2nd ed.). New York: Oxford University Press.
Johansen, G. (2010). Musikdidaktik and Sociology. In R. Wright (Ed.), Sociology and music education (pp. 207–221). Aldershot, UK: Ashgate.
Johansen, G. (2016). Educating for the music teacher profession in a complex world. In R. Wright, B. A. Younker, & C. Benyon (Eds.), 21st century music education: Informal learning and non-formal teaching approaches in school and community contexts (Canadian Music Educators’ Association, Biennial Book Series, Research to Practice) (Vol. VII). Waterloo, ON: Canadian Music Educators’ Association.
Johansen, G. (2017). Hva er selvkritisk musikkpedagogikk, og hvordan skal vi forholde oss til den? [What is Self-Critical Music Education, and how should we relate to it?]. In K. Stenseth, G. Trondalen & Ø. Varkøy (Eds.), Musikk, handlinger, muligeter [Music, Actions, Possibilities]. Festschrift to Even Ruud. Oslo, Norway:Norwegian Academy of Music.
Johansen, G. (2019). Music, universality and globalization. Some challenges for music education in the decades to come. In D. Hebert & T. B. Hauge (Eds.), Advancing music education in Northern Europe (pp. 81–91). London, UK: Routledge.
Johnson, M. (2011). Embodied knowing through art. In M. Biggs & H. Karlsson (Eds.), The Routledge companion to research in the arts. Oxon, UK: Routledge.
Kanellopoulos, P. (2021). Cage(d): Children, creativity and ‘the contemporary’ in music education—A sociological view. In Wright, R., Johansen, G. & Schmidt, P. (Eds.). The Routledge handbook to sociology of music education. New York: Routledge.
Karlsen, S. & Johansen, G. (2019). Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway. In D. J. Elliott, M. Silverman & G. McPherson (Eds.). The Oxford handbook of philosophical and qualitative perspectives on assessment in music education (pp. 447–463). New York: Oxford University Press.
Laclau, E., & Mouffe, C. (2014). Hegemony and socialist strategy. Towards a radical democratic politics (2nd ed.). London, GB: Verso.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Luhmann, N. (1995). Social systems. Stanford, CA: Stanford University Press.
Lyotard, J. F. (1984). The postmodern condition. A report on knowledge. Minneapolis, MN: University of Minnesota Press.
Mark, M. L. (2002). Nonmusical outcomes of music education: Historical considerations. In R. Colwell & C. P. Richardson (Eds.), The new handbook of research on music teaching and learning (pp. 1045–1052). New York: Oxford University Press.
McPherson, G. (2018). A life’s journey through music. Keynote address at ISME 33. World Conference. Baku, Aserbajdsjan, 15–20 July.
Merleau-Ponty, M. (1979). Phenomenology of perception. London, GB: Routledge.
Nerland, M. (2004). Kunnskap i musikkpedagogisk praksis [Knowledge in music education practice]. In G. Johansen, S. Kalsnes & Ø. Varkøy (Eds.). Musikkpedagogiske Utfordringer [Challenges of music education] (pp. 46–56). Oslo, Norway: Cappelen Akademisk.
Nielsen, F. V. (1998). Almen Musikdidaktik [General Musikdidaktik]. Copenhagen, Denmark: Academic Publications.
Polanyi, M. (1966). The tacit dimension. London, GB: Routledge & Kegan Paul.
Ryle, G. (1949). The concept of mind. London, GB: Hutchinson.
Sadie, S. (Ed.). (1980). The new grove dictionary of music and musicians. London, GB: Macmillan.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Smith, D. G. (2003). Curriculum and teaching face globalization. In W. Pinar (Ed.), International handbook of curriculum research (pp. 35–52). Hillsdale, NJ: Erlbaum.
Sundin, B. (1998). Musical creativity in the first six years. A research project in retrospect. In B. Sundin, G. McPherson, & G. Folkestad (Eds.), Children composing. Lund, Sweden: Malmö Academy of Music.
Swanwick, K. (1994). Musical knowledge. Intuition, analysis and music education. London, GB: Routledge.
Varkøy, Ø. (2013). Technical rationality, techne and music education. In E. Georgii-Hemming, P. Burnard, & S.-E. Holgersen (Eds.), Professional knowledge in music teacher education (pp. 39–50). Aldershot, UK: Ashgate.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Boston, MA: Harvard University Press.
Walker, R. (2007). Music education: Cultural values, social change and innovation. Springfield, IL: Charles C. Thomas.
Wertsch, J. V. (2004). Voices of collective remembering. Cambridge, GB: Cambridge University Press.
Westbury, I. (2000). Teaching as a reflective practice: What might didaktik teach curriculum? In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a Reflective Practice. The German Didaktik Tradition. Hillsdale, NJ: Erlbaum.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Johansen, G. (2021). The Craft of Music Teaching in a Changing Society. In: Holdhus, K., Murphy, R., Espeland, M.I. (eds) Music Education as Craft. Landscapes: the Arts, Aesthetics, and Education, vol 30. Springer, Cham. https://doi.org/10.1007/978-3-030-67704-6_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-67704-6_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-67703-9
Online ISBN: 978-3-030-67704-6
eBook Packages: EducationEducation (R0)