Mus(ick)ing on pedagogical relations as the art of encounter

• Published in: Educational philosophy and theory Vol. 57; no. 4; pp. 328 - 339
• Main Authors: Pirrie, Anne, Manum, Kari Marie, Besse, Nicole
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 21.03.2025; Taylor & Francis Ltd
• Subjects: Attention; Education; Mainstreaming; Music; Music education; Musicking; Musicology; Pedagogy; pedagogy as the art of encounter; poor pedagogy; Power; Teaching; weak education
• ISSN: 0013-1857; 1469-5812
• DOI: 10.1080/00131857.2024.2438215

This article comprises a lyrical exposition of the 'in-betweenness' that underlies pedagogical relations and musical practice. The latter comprises making, performing, teaching, and indeed listening to music, phenomena encapsulated in the term 'musicking', first coined by the musicologist Christopher Small in 1999. Improvisatory practice is inscribed into the very process of writing as a means of mainstreaming the power of connection; and troubling the notion of seeking as the hallmark of 'poor pedagogy' (Masschelein, 2010 ) or weak education (Ingold, 2018 ). Drawing inter alia on a scintillating improvisational performance by the musician Bobby McFerrin, we argue that pedagogical relations, construed as the art of encounter, are about finding rather than seeking. Finding implies experiencing a sense of connection, 'that feeling of landing in the present tense', of being immersed in whatever occupies you, paying close attention to the details of experience' (Tempest, 2020 , p. 5). This is a far cry from education in a major key, the secure territory of understanding that is premised on codified knowledge that pre-empts attention or marginalises it altogether. We draw on examples from music education to explore the deleterious effects of power dynamics. We end with a rallying cry for education as a common chorus.