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.
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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
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