'Making-With' in Music Education

Cooke, Carolyn (2022). 'Making-With' in Music Education. Cultural and Pedagogical Inquiry, 14(1) pp. 110–116.

DOI: https://doi.org/10.18733/cpi29652.

URL: https://journals.library.ualberta.ca/cpi/index.php...

Abstract

Music is inherently a making subject. We make music together, we make composition, and we make sounds. ‘Music-making’ is such a ubiquitous term in music education that there is little critique and consideration of what the term making relates to. Yet, we constantly live with the ‘trouble’ caused by this, whereby not all making is considered equal, where the term making, is used as a ‘tool’ to achieve stateable cognitive learning, or as a ‘sound demonstration of something already mastered’ or as a site for discrete ‘skill building’. This article draws on my PhD project with music student teachers (Cooke, 2020), playing with ideas of teaching as improvisatory. The project ‘troubled’ (Haraway, 2016), what it means to be a ‘teacher/maker’ and made us pay attention with our bodyminds to the role of making within music education and music teacher education.

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