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Attunement and Bodily Dialogues in Music Education

Kirsten Fink-Jensen
Philosophy of Music Education Review
Vol. 15, No. 1 (Spring, 2007), pp. 53-68
Published by: Indiana University Press
Stable URL: http://www.jstor.org/stable/40327268
Page Count: 16
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Attunement and Bodily Dialogues in Music Education
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Abstract

In this paper Kirsten Fink-Jensen suggests how a phenomenological-hermeneutic perspective can contribute to the knowledge of learning and teaching processes in music education in school The philosophical frame is Danish philosophy of life, represented by Knud Ejler Løgstrup, and Merleau-Ponty's philosophy of body, both pointing to the wholeness of mind and body in all kinds of actions. Within this framework interpretation is an epistemological, practical-hermeneutic activity based on different analytical methods. Phenomenologically, experiences of music are constituted in an intertwinement of personal, cultural, and local meaning. The challenge facing the teacher is then to understand what becomes meaningful to persons in a given situation. 'Bodily dialogue' is a metaphor of a hermeneutic process of understanding that highlights the importance of bodily aspects in the teacher's answer to a child's musical attuned articulations. This focus can facilitate children's learning processes and change and qualify the teacher's didactic reflections on the impact and progression of music lessons.

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