Suchergebnisse

Music Education is traditionally often understood and practiced as teaching musical skills and the aesthetics of music. It focuses on instrumental and vocal skills and repertoire and it seldom deals with the historical, sociological, political backgrounds of the individual pieces of music. Yet music is as much a form or an aspect of culture as fine art or literature. Perceiving music as culture requires thus a view that sees both: music in its specificity and music as a culture expression among others. The paper starts with the question of the impact of the cultural turn in the discourses and programs of musicology and music education. Using the perspective of cultural science the author argues, with two examples as illustration, that such an orientation enables and requires interdisciplinary thinking. It also leads to an attitude of self-reflection in two ways: acting reflexively with regard to its (changing) objects, but also in terms of its own position in culture and its hegemonic and competing discourses. (DIPF/Orig.)