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Teaching Performance: A Philosophy Of Piano Pedagogy

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The architects of absolute music (Hanslick, Schopenhauer, and others) held that it is precisely because instrumental music lacks language and thus any overt connection to the non-musical world that it is able to expose essential elements of that world. More particularly, for these philosophers, it is the density of musical structure—the intricate interplay among purely musical elements—that allows music to capture the essences behind appearances. By analogy, the author contends that the more structurally intricate and aesthetically nuanced a pedagogical system is, the greater its ability to illuminate music and facilitate musical skills. The author terms this phenomenon relational autonomy. Eight chapters unfold a piano-pedagogical system pivoting on the principle of relational autonomy. In grounding piano pedagogy in the aesthetics of absolute music, each domain works on the other. On the one hand, Romantic aesthetics affords pedagogy a source of artistic value in its own right. On the other hand, pedagogy concretizes Romantic aesthetics, deflating its transcendental pretentions and showing the dichotomy of absolute/utilitarian to be specious.

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Detail Information

Series Title

Contemporary Philosophies and Theories in Education

Call Number

-

Publisher

Cham : Springer., 2015

Collation

XXI, 229

Language

English

ISBN/ISSN

978-3-319-12514-5

Classification

NONE

Content Type

text

Media Type

computer

Carrier Type

-

Edition

-

Subject(s)

Aesthetics

Specific Detail Info

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Statement of Responsibility

Jeffrey Swinkin

Other Information

Cataloger

Jemadi

Source

https://link.springer.com/content/pdf/10.1007/978-3-319-12514-5.pdf?pdf=button

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