Diskursive Praktiken des Musikunterrichts

Without language, the conveying of music, reflection on one's own and others' music-related perceptions, or music-related experiences would be impossible. Only by speaking about perceptions of sound, feelings, and horizons of expectation does music take on a reality for us. The music classroom provides occasions for this.
Informed by practice theory and discourse theory, by philosophy, and by empirical research, the contributors to this ESF-funded volume develop perspectives on the relationship between language, music, and perception in the music classroom. They discuss, for example, the construction of music(s) in textbooks and university courses, assessment processes, and also the fostering of language development through music and drama pedagogy.