Familiarization of students with how music (and the arts in general) may function as vehicle for cultivating a democratic ethos in education, via practices where experimental and creative music making approaches meet inclusive educational practices through the lens of the commons.
- Grasp the main characteristics of CMinED movement and the context of its emergence
- Understand how CMinED practices are linked to experimental,contemporary and improvised music
- Understand how creative music in education cultivates experimental and collective meaning making
- Understand how CMinED practices are linked to the philosophy of the commons.
The lesson focuses past and contemporary practices that form part of Creative Μusic in Εducation(CMinED), an approach to music education that flourished from the mid 1950s onwards, bringing together discourses of creativity education, child art perspectives, andpractices of contemporary and experimental music.After becoming familiar with aspects of the educational and musical context where CMinED is rooted, we will turn to examples of how experimental free improvisation and compositional practices offer opportunities for pursuing experimental meaning making in education. This will lead us to examine how creative music and music education may create inroads for radicalising the role of music and art education as part of commoning educational perspectives.
To bring students in touch with different alternative pedagogies and especially with the commons-oriented pedagogy; to get students in touch with the teaching approach of the commons.
- Relate one’s own educational experience to alternative pedagogies.
- Make connections between alternative pedagogies and the overcoming of social and educational inequalities.
- Understand how alternative pedagogies are developed: collaboration, inclusion, sharing and caring, experimentation, exchange and flexibility rather than performance, competitiveness, efficiency and productivity.
- Advance understanding of different alternative pedagogies, focusing on the educational commons.
- Experience education as a common resource co-managed and co-produced by all the people involved in education.
- Challengethe traditional teaching model and understand teaching as a commoning practice
Starting from a collective reflection on education and school experience, we will reflect on the characteristics of the traditional education model based on individual achievement, competitiveness, and the market, and identify the symbolic violence that implies. From there we will address the alternative pedagogies and the idea of teachers as commoners.