Teaching music musically

Autores

  • Keith Swanwick Universidade de Londres

DOI:

https://doi.org/10.35699/2317-6377.2001.57685

Palavras-chave:

music education, musical processes, Swanwick, discourse

Resumo

In this presentation I shall propose that music is a form of discourse. This has three fundamental principles for music teachers and these principles present some implications for teaching methods and curriculum structure. I use the word 'discourse' in an everyday, non-technical sense. Associated terms include 'argument', 'interchange of ideas', 'conversation', 'expression of thought' and, most important, 'symbolic form'. Discourse manifests itself in a variety of ways, not only through words. I wish to argue that music is part of a web of human discourse, rather than some curious activity separated from life in general. I shall also argue that music is not object but always contemporary event. Musical processes have a degree of cultural autonomy with multiple interpretations, uses and responses.

Biografia do Autor

  • Keith Swanwick , Universidade de Londres

    é Reitor de Pesquisa e Professor de Educação Musical no Institute of Education da Universidade de Londres. Ele tem sido ativamente envolvido com a música ao longo de sua carreira, notavelmente como maestro, e lecionou em níveis secundário, pós-16 e universitário. É autor de vários livros sobre música e educação musical, incluindo Teaching Music Musically (Londres: Routledge, 1999), Music, Mind and Education (Londres: Routledge, 1988) e A Basis for Music Education (Londres: Routledge, 1979).

Referências

ABBS, P. The educational imperative. London: Falmer Press, 1994.

BLUMER, H. Symbolic interactionism: perspective and method. Berkeley: University of California Press, 1969.

DEWEY, J. Art as experience. New York: Capricom Books, 1934.

GODINHO, J. C. D. N. Audience-listening and audience-performing: a study of the effect of context on mental representation of music. Tese de Doutorado. London: Institute of Education, Music and Drama Dpt., University of London, 2000.

CHEUNG, Jane Wai Yee. The effects of computerised music instruction on the attitude and achievement of children: with special reference to strong and weak framing. Tese de Doutorado. London: Institute of Education, Music and Drama Dpt., University of London, 2001.

KRESS, G. Linguistic processes in sociocultural practice. Oxford: Oxford University Press, 1985.

POPPER, K. Objective knowledge. Oxford: Clarendon Press, 1972.

REIMER, B. A philosophy of music education. Englewood Cliffs, N.J.: Prentice Hall, 1989.

SILVA, M. Cecília C. França. Composing, performing and audience-listening as symmetrical indicators of musical understanding. Tese de Doutorado. London: Institute of Education, Music and Drama Dpt., University of London. 1998.

SWANWICK, K. Teaching music musically. London and New York: Routledge, 1999.

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Publicado

2001-01-07

Edição

n. 04 (2001): General Topics

Seção

Artigos

Licença

Copyright (c) 2001 Per Musi

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

Licença Creative Commons
Exceto onde está indicado, o conteúdo neste site está sob uma Licença Creative Commons - Atribuição 4.0 Internacional.

Como Citar

“Teaching Music Musically”. 2001. Per Musi, nº 04 (janeiro): 29-36. https://doi.org/10.35699/2317-6377.2001.57685.