An Experiential Learning of a Philosophy of Music Education Inspired by the Work of Canadian Composer R. Murray Schafer

DOI: 10.4236/ce.2019.1010153, PP. 2111-2131

Keywords: Music Education, Philosophy of Music Education, Schafer, Soundscapes, Pre-Service Teachers

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Abstract:

Experiential learning is an educational approach that has been associated with different fields including music education, but rarely with philosophy. Our project consisted of a philosophical experience in action using the work of the Canadian composer R. Murray Schafer. In his Soundscape concept, all sounds in an environment become part of the music that surrounds us. Pre-service student teachers were introduced to his philosophy of music education through experiential learning rather than through a traditional lecture. Additionally, we followed three of them as they taught grades 3, 9 and 11. Our goal was to see to what extent experiential learning of philosophy could be an appropriate pedagogical tool in higher education. Our research question was: How can student-teachers construct their own understanding of a philosophy of music education after having experienced it from the perspective of a student and of a teacher? The following data were examined through collaborative thematic analysis of 1) an open question, 2) their own music composition following Shafer’s guidelines, and 3) their experience of teaching the children. Participants were able to explain in their own words the main components of Shafer’s view on music education, they described how they could use this vision in their own teaching and they identified specific outcomes (creativity, freedom, motivation and critical thinking) from using this approach. The conclusion was drawn that the experiential learning framework can be an appropriate tool for instructing topics that have traditionally been seen as purely theoretical.

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