Bi-musical Curricula and “Abyssal Thinking”: The Case of KM Music Conservatory, India

Rupert Avis
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引用次数: 2

Abstract

This article explores student and teacher experiences of bi-musical education at KM Music Conservatory (KM). KM is a higher education institution in Chennai, India, established in 2008 by the internationally renowned film composer, A. R. Rahman. The Conservatory offers various courses, including a Diploma programme validated by Middlesex University, UK, as part of an internationally recognised bachelor’s degree in music. Students enrolled in the diploma programme study Western art music and Hindustani classical music as core subjects alongside audio engineering, in what has been described as a bi-musical curriculum. Teacher and student experiences of KM’s curriculum indicate bi-musical education can reaffirm colonial, Orientalist, and neoliberal discourses. I argue this should be recognised as an outcome of bi-musical education; however, I also argue that if the generation of these discourses is acknowledged, bi-musical education can bring into dialogue a diverse range of issues that can be used to confront and unsettle colonial ideology, Orientalism, and neoliberalism in engaged ways.
双乐课程与“深渊思维”:以印度KM音乐学院为例
本文探讨了KM音乐学院双音乐教育的学生和教师的经验。KM是一所位于印度金奈的高等教育机构,由国际著名电影作曲家a . R.拉赫曼于2008年创立。音乐学院提供各种课程,包括由英国米德尔塞克斯大学认证的文凭课程,作为国际认可的音乐学士学位的一部分。参加文凭课程的学生学习西方艺术音乐和印度斯坦古典音乐作为核心科目,以及音频工程,这被称为双音乐课程。KM课程的教师和学生经验表明,双音乐教育可以重申殖民主义、东方主义和新自由主义话语。我认为这应该被视为双音乐教育的结果;然而,我也认为,如果这些话语的产生得到承认,双音乐教育可以将各种各样的问题带入对话,这些问题可以用来以积极的方式对抗和动摇殖民意识形态、东方主义和新自由主义。
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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