ERIC Number: EJ1077041
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: N/A
Remembering the Singing of Silenced Voices: Brundibár and Problems of Pedagogy
Dobbs, Teryl L.
Philosophy of Music Education Review, v21 n2 p156-177 Fall 2013
In this essay I explore problems of pedagogy related to Hans Krása's "Brundibár" by drawing heavily upon the thinking of two divergent theoretical perspectives regarding Holocaust testimony as advanced by Giorgio Agamben (2002) and Shoshana Felman (1992). I theorize that lodged within a space of difficult knowledge coalesced through violence, trauma, complicity, memory, and music lies a rupture at the heart of the "Brundibár" experience. This space is created yet not altogether embraced by contemporary musical experiences of "Brundibár" in the most extensive and all-encompassing comprehension of its musicking: experiencing the operetta allows its participants to hear those whom it is impossible to hear. I claim that the musical experience as inhered within and enabled by the operetta serves a testimonial and therefore pedagogical function. This function, figuratively hearing and being present to "Brundibár's" present absences, implies an empathic walking-beside-in-solidarity and is a position that I suggest allows participants to engage with the operetta more fully.
Descriptors: Opera, Music Education, Problems, Theories, Experience, Empathy, World History, Death, Jews, Violence, Trauma, Memory, Teaching Methods
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Publication Type: Journal Articles; Reports - Evaluative
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