Whiting, Chris (2023) Process-based Pedagogies for Creative Practice Studies. In: Dines, Mike, Rambarraan, Shara and Smith, Gareth-Dylan, (eds.) Handbook for Popular Music Methodologies. Intellect (In Press)

	Text Chris Whiting Process-based Pedagogies 2021.pdf - Accepted Version Restricted to Repository staff only Download (339kB) Request a copy
	Text Chris Whiting Process-based Pedagogies 2021.docx - Accepted Version Download (180kB)

Abstract

Music studies is, for the most part, concerned with the products of music (cf. Bennett, 2014; Collins, 2016), even in creative practice pedagogies we find ourselves fixating on the song over the songwriting. Asking ‘how can we know the mind of the composer?’ would lead us to a Cartesian reduction, and what benefit would it bring our students to know the mind of Max Martin or David Bowie? I propose that the current gap would be more effectively filled with approaches that autonomises learning for creative practice students.
Incorporating this methodology into our pedagogy will require a radical shift in what and how we assess our students. Currently, we assess abilities and infer understanding from a few songs submitted. To support our students to become lifelong learners of creative practices, we should teach them sustainable skills and practices. Assessing students’ reflections of their practices and learning would support learning these skills and make the assessment far more objective.
In this chapter, I offer a phenomenological approach to reflect on creative practice learning. The phenomenological ontology (Merleau-Ponty, 1945) permits our experiences to be accepted as part of a larger schema of being-in-the-world (Heidegger, 1924). Reflective practice allows the student to construct their own understanding of their practice promoting autonomy from the teacher, the institute and the temporality of education. Epistemological knowledge of songwriting, popular music and creativity continues to play a crucial role in the critical reflection. In my example, the Systems Model of Creativity (Csikszentmihalyi, 2014) provides the wider context for analysing and evaluating creative practice and our understanding thereof.

Item Type:	Book Section
Status:	In Press
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum M Music and Books on Music > M Music M Music and Books on Music > MT Musical instruction and study M Music and Books on Music > MT Musical instruction and study > MT0018 Music in colleges and universities M Music and Books on Music > MT Musical instruction and study > MT0040-67 Composition. Elements and techniques of music
School/Department:	Vice Chancellor's Office
URI:	https://ray.yorksj.ac.uk/id/eprint/8124

University Staff: Request a correction | RaY Editors: Update this record