Music Education as Manipulation: A Proposal for Playing
2015 (English)Conference paper, Abstract (Refereed)
An important feature of music and the arts is the ability to affect people in unpredictable and deep ways. Music has therefore been used by for oppression by dictatorships, religious leaders and supermarkets amongst others, to help lure people into acting in ways that are beneficial for the manipulators. Musical manipulation in such examples are ethically problematic for several reasons but still happen because of the sublime potential of music to do something to people. This is the same reason why people seek out aesthetic experiences – for the unforeseen affects and effects in the encounter with the arts. Building on a theory of aesthetic communication and seeking support form Deleuze and Guattary, Dewey and Spinoza, the aim of this paper is to play with an idea of manipulation as an important educational vehicle in music education. I will argue that manipulation is a necessary component of all art and aesthetic communication, that manipulation is an act that can be used for good or bad purposes and that music education has a duty to educate pupils in artistic manipulation. Manipulation, like music, is considered action and as such value neutral outside of the intentions and effects it causes. The paper invites a discussion of possible ways of building a music education that revolves around tinkering with aesthetic communication where desirable manipulation plays a vital role, and where outcomes based curricula are replaced with something else more compatible with the arts.
Place, publisher, year, edition, pages
Research subject Music Education; Aesthetics
IdentifiersURN: urn:nbn:se:su:diva-114564OAI: oai:DiVA.org:su-114564DiVA: diva2:793285
International Society for the Philosophy of Music Education The Tenth International Symposium on the Philosophy of Music Education