“Thinking and learning in South Indian Music” by Ludwig Pesch, chapter 4 in:Markus Cslovjecsek, Madeleine Zulauf (eds.)
Integrated Music Education – Challenges of Teaching and Teacher Training
Peter Lang Publishers, Bern, 2018. 418 pp., 29 fig. b/w, 2 tables
MOUSIKÆ PAIDEIA Music and Education/Musik und Bildung/Musique et Pédagogie. Vol. 1 pb.
ISBN 978-3-0343-0388-0
This book was presented during the 33rd ISME World Conference for Music Education (isme2018.org) on Wednesday 18 July 2018.
About this book
Schools are generally oriented towards discipline-based programmes and therefore students often accumulate fragmented knowledge, disconnected from real life concerns. The eighteen contributors to this work suggest that music offers a highway to developing a more appropriate integrated education. They present a range of views on Integrated Music Education rooted in various cultural traditions, based on several interdisciplinary models and integrated arts curricula, inspired by psychological concepts and referenced to recent teaching experiments as well as original research.
In this innovative book, the reader is invited to go beyond the dichotomy between ‘education in music’ and ‘education through music’, exploring the opportunities put forward by Integrated Music Education thanks to a constant movement from the theoretical roots through a precise description of teaching activities to the benefits for students in terms of integration of knowledge, personal development, and social and cultural belonging. Lastly, there are some new and interesting ideas for training teachers.
Sanskrit is among the oldest languages, of all our Indo-European tongues. Now [Frits] Staal* says mantras, rhythms of sound that do not quite make sense, may lie at the roots of Sanskrit. Here’s an ancient song from the Vedas to be sung in the forest: Ayamayamayamayamayamayamauhova. Literally all it means is “thisonethisonethisonethisonethisonnnnnne …”