De-centering Music: A “sound education”

Matias Recharte
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引用次数: 5

Abstract

Music, considered as a field of discourse, has important implications for how educators think and act within their classrooms. Based on the work of Ruben Gaztambide-Fernandez, Murray R. Schafer, and feminist music education scholars, this paper aims to delineate these implications and to propose “sound education” as an alternative. Instead of traditional Music-centered focuses on “appreciation” and “musicianship,” “sound education” proposes “listening” and “sound-making” as alternatives. Gaztambide-Fernandez’s notion of “cultural production” and Steven Feld’s “acoustemology” provide conceptual bases that ground these alternatives in ways which center on symbolic work and social interactions, while allowing for a broad understanding of relationality within ecologies of human and non-human entities.
音乐去中心化:一种“健全的教育”
音乐被认为是一个话语领域,对教育者如何在课堂上思考和行动有着重要的影响。基于Ruben Gaztambide-Fernandez、Murray R. Schafer和女权主义音乐教育学者的研究,本文旨在描述这些影响,并提出“健全教育”作为一种替代方案。与传统的以音乐为中心的“欣赏”和“音乐素养”不同,“声音教育”提出“倾听”和“发声”作为替代。Gaztambide-Fernandez的“文化生产”概念和Steven Feld的“声学”概念为这些选择提供了概念基础,这些选择以象征工作和社会互动为中心,同时允许对人类和非人类实体生态中的关系进行广泛的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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