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Music and the MindEssays in honour of John Sloboda$
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Irène Deliège and Jane Davidson

Print publication date: 2011

Print ISBN-13: 9780199581566

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199581566.001.0001

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Musical encounters of the temporary kind

Musical encounters of the temporary kind

Chapter:
(p.189) Chapter 10 Musical encounters of the temporary kind
Source:
Music and the Mind
Author(s):

Frederick A. Seddon

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199581566.003.0010

As music educators in the current financial climate we are often required to ‘justify’ our subject within the curriculum. This has resulted in many music educators emphasizing the benefits of learning music in relation to how it can enhance learning in other areas of the curriculum instead of emphasizing the intrinsic benefits of music making. This chapter explores the possibility of encouraging wider engagement with music making by offering opportunities for people to have an ‘encounter’ with music over brief periods of time. People’s perception of music making can often be based on a widely held societal view that it is a ‘specialist’ activity requiring innate talent, musical literacy, and dedication to regular long-term practice. This view can result in a reluctance by many people to become involved in music making because they consider they either do not have the necessary talent or do not wish to make a long-term commitment to musical practice. A research study that enabled complete beginners to learn to play an improvised 12-bar blues on an electronic keyboard in an e-learning environment, after a total of nine hours engagement with the learning material, is presented in order to exemplify one possibility of providing such a temporary ‘encounter’.

Keywords:   music making, music psychology, music education, musical engagement

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