By Jeffrey Swinkin
How can the studio instructor train a lesson on the way to instill subtle inventive sensibilities, ones frequently suggestion to elude language? How can the utilized lesson be a sort of aesthetic schooling? How can educating functionality be a creative undertaking in its personal correct? those are the various questions Teaching Performance makes an attempt to reply to, drawing at the author's a number of a long time of expertise as a studio instructor and tune student.
The architects of absolute tune (Hanslick, Schopenhauer, and others) held that it's accurately simply because instrumental track lacks language and hence any overt connection to the non-musical international that it could disclose crucial components of that international. extra relatively, for those philosophers, it's the density of musical structure—the complex interaction between basically musical elements—that permits track to catch the essences at the back of appearances. via analogy, the writer contends that the extra structurally complex and aesthetically nuanced a pedagogical method is, the higher its skill to light up track and facilitate musical talents. the writer phrases this phenomenon relational autonomy. 8 chapters spread a piano-pedagogical procedure pivoting at the precept of relational autonomy. In grounding piano pedagogy within the aesthetics of absolute song, each one area works at the different. at the one hand, Romantic aesthetics offers pedagogy a resource of creative price in its personal correct. nonetheless, pedagogy concretizes Romantic aesthetics, deflating its transcendental pretentions and displaying the dichotomy of absolute/utilitarian to be specious.
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Extra info for Teaching Performance: A Philosophy of Piano Pedagogy (Contemporary Philosophies and Theories in Education)