How can the studio instructor train a lesson to be able to instill sophisticated inventive sensibilities, ones usually proposal to elude language? How can the utilized lesson be a sort of aesthetic schooling? How can educating functionality be a creative undertaking in its personal correct? those are many of the questions Teaching Performance makes an attempt to respond to, drawing at the author's a number of a long time of expertise as a studio instructor and song pupil.
The architects of absolute tune (Hanslick, Schopenhauer, and others) held that it truly is accurately simply because instrumental tune lacks language and therefore any overt connection to the non-musical global that it can divulge crucial components of that international. extra quite, for those philosophers, it's the density of musical structure—the tricky interaction between only musical elements—that permits track to catch the essences at the back of appearances. by way of analogy, the writer contends that the extra structurally elaborate and aesthetically nuanced a pedagogical method is, the better its skill to light up song and facilitate musical abilities. the writer phrases this phenomenon relational autonomy. 8 chapters spread a piano-pedagogical process pivoting at the precept of relational autonomy. In grounding piano pedagogy within the aesthetics of absolute tune, each one area works at the different. at the one hand, Romantic aesthetics provides pedagogy a resource of creative worth in its personal correct. nonetheless, pedagogy concretizes Romantic aesthetics, deflating its transcendental pretentions and exhibiting the dichotomy of absolute/utilitarian to be specious.
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