ERIC Number: EJ842152
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-5734
EISSN: N/A
Music Education Desire(ing): Language, Literacy, and Lieder
Gould, Elizabeth
Philosophy of Music Education Review, v17 n1 p41-55 Spr 2009
Issues of desire in music education are integral and anathema to the profession. Constituted of and by desire, we bodily engage music emotionally and cognitively; yet references to the body are limited to how it may be better managed in order to produce more satisfactory (desired) sounds, thus disciplining desire as we focus on the content of teaching (music) to the virtual exclusion of its subjects (students)--and our selves. Developing embodied senses of learning and teaching where students' and educators' subject formation may be understood in terms of their/our desire holds potentialities of fully engaging us in music education, even as it also implicates music education practices in the production of desire as positivity rather than lack, and requires political pedagogies locating us as mindful bodies in relationship with each other, music, and the social world. My discussion is framed by poststructural feminism and affirmative postmodernism, and I argue that desire as production is integral to socially grounded and responsible subject positions claimed in, through, and as performative music literacies.
Descriptors: Music Education, Music, Educational Philosophy, Postmodernism, Feminism, Teaching Methods, Politics of Education, Cognitive Processes, Emotional Experience, Student Interests
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
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