Opening Up to the Unexpected: Reclaiming Emotion and Power in the Public Space of Music Education

Music education is a social act oriented around interactions between people in public spaces. These spaces provide opportunities for what Hannah Arendt calls natality, which we interpret as new and unexpected actions that arise in a shared space. Drawing from a range of ideas and experiences of Aren...

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Bibliographic Details
Published in:	Philosophy of music education review 2023-09, Vol.31 (2), p.155-169
Main Authors:	Lines, David, Bartels, Daniela
Format:	Article
Language:	eng
Subjects:	Arendt, Hannah Birth Rate Classrooms Computer Assisted Instruction Conferences (Gatherings) Educational philosophy Emotions Learning Malayo Polynesian Languages Music education Music in education Music teachers Nussbaum, Martha Opportunities Public spaces Reflection Singing Social Experience Student Reaction Students Study and teaching Teacher Student Relationship Teaching Methods Training Methods Verbal Communication
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Summary:	Music education is a social act oriented around interactions between people in public spaces. These spaces provide opportunities for what Hannah Arendt calls natality, which we interpret as new and unexpected actions that arise in a shared space. Drawing from a range of ideas and experiences of Arendt, bell hooks, Joan Baez, Martha Nussbaum, and music education philosophers and practitioners, we argue that it is important for music educators to make room for this space by becoming more critically aware of their emotions. Opening up to the unexpected in human interactions can at times be difficult and elicit fear. It also calls for a civic love. Cultivating this kind of love includes recognizing that our emotions and matters of the heart are instruments of power that can support or hinder others from becoming actors in their own right. As agents within music education, we can strive to realize this by developing a critical pedagogic consciousness and reflecting on the unexpected and emotional spaces of interaction.
ISSN:	1543-3412 1063-5734 1543-3412