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Music and Education. Discovering and Acouological Touch

2023, The Oxford Handbook of the Phenomenology of Music

https://doi.org/10.1093/oxfordhb/9780197577844.013.20

The chapter aims to present a phenomenological description of music and education, their relationship, and the unity that presents itself through an event of openness as improvisation. The phenomenological method is shown here as a transformatively performative and-in a waymusical experience. Education is, in turn, revealed through the description of musical experience, which is bonded with the openness called "silence" that transforms itself into sounds. Music education, thus, turns out to be more connected with the phenomenon of education in general than considered as a subdiscipline of merely vocational training. The chapter suggests that music education should be treated as the existentially primordial educational experience that touches and thus shapes its participants acouologically ("acouological" from Greek acouo and logos-as based on listening and hearing). Unlike a physical touch, the acouological one influences us in a non-material yet concrete way, setting us in such a motion that can become a fully transformative experience.

Przanowska, Małgorzata, 'Music and Education: Discovering an Acouological Touch', in Jonathan De Souza, Benjamin Steege, and Jessica Wiskus (eds), The Oxford Handbook of the Phenomenology of Music (online edn, Oxford Academic, 20 Apr. 2023), https://doi.org/10.1093/oxfordhb/9780197577844.013.20 https://academic.oup.com/edited-volume/45894/chapter-abstract/425844683?redirectedFrom=fulltext Abstract The chapter aims to present a phenomenological description of music and education, their relationship, and the unity that presents itself through an event of openness as improvisation. The phenomenological method is shown here as a transformatively performative and—in a way—musical experience. Education is, in turn, revealed through the description of musical experience, which is bonded with the openness called “silence” that transforms itself into sounds. Music education, thus, turns out to be more connected with the phenomenon of education in general than considered as a subdiscipline of merely vocational training. The chapter suggests that music education should be treated as the existentially primordial educational experience that touches and thus shapes its participants acouologically (“acouological” from Greek acouo and logos—as based on listening and hearing). Unlike a physical touch, the acouological one influences us in a non-material yet concrete way, setting us in such a motion that can become a fully transformative experience. Keywords: music creation, education, phenomenological method, openness, silence, listening, per-formation, composition, improvisation, performance Subject  Musicology and Music HistoryPhilosophy of MusicMusic Series  Oxford Handbooks Collection: Oxford Handbooks Online