Drawing on existing vulnerability studies, this book evaluates how music-making can foster both positive receptivity and negative susceptibility, depending on its delineation of self-identity, social identity, and space, and its embodiment through aural receptivity, mimetic participation, and affective transmission.
Drawing on existing vulnerability studies, this book evaluates how music-making can foster both positive receptivity and negative susceptibility, depending on its delineation of self-identity, social identity, and space, and its embodiment through aural receptivity, mimetic participation, and affective transmission.
Elizabeth MacGregor is currently the Joanna Randall-MacIver Junior Research Fellow at Somerville College, University of Oxford. She holds a PhD in music education from the University of Sheffield.
Inhaltsangabe
1. Introducing musical vulnerability: Policy, pedagogy, and phenomenology 2. Conceptualising musical vulnerability: Inherent, situational, and pathogenic vulnerabilities 3. Conceptualising musical vulnerability: Music's institutional and (inter)personal mediation 4. Characterising musical vulnerability: Pupils' experiences 5. Characterising musical vulnerability: Teachers' experiences 6. Experiencing musical vulnerability: East Fen High School 7. Experiencing musical vulnerability: Ethan, Greg, Iniya, and Juliette 8. Harnessing musical vulnerability: Conclusions and implications