Sound as rhizome
Towards a Music Education that promotes differentiation and plurality
DOI:
https://doi.org/10.25659/rpem.v1i151.45Keywords:
Sound-based Music Education, Childhood, Rhizovocality, creativity, InclusionAbstract
This article analysis the potential of a sound-based approach to music education in developing diverse and plural learning pathways in non-formal education contexts.
The study was conducted through a collaborative action research project carried out at the association Sonoscopia, as part of the exploratory phase of a wider six-year project. The data was collected over 15 sessions during the school years 2022/2023 and 2023/2024 and included participant observation, field notes, group interviews with the children, audio and video recordings, and various artefacts created by the children.
Findings suggest that this approach, when focused on an open and creative attitude to making music, opens up a space for each child to forge a unique and singular path, idiosyncratic to their interests and previous experiences, but free to take other paths, in an attitude that removes preconceptions of what may or may not be considered musically valid.
The article critically reflects on the pedagogical implications of this approach in formal and non-formal learning contexts, developing a critical stance that can go beyond the research that has already been done in this very specific research area.
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