How do the ‘inner’ constellations of our sound and musical memories, listening habits and aural experiences resonate with the ‘outer’ soundscape of a world in crisis?
The pilot event for ‘Breaking the Cycles of Injustice in Music Education’ introduces a deeply reflexive approach to interrogating our musical influences, values and beliefs, exploring how these inform our work with children and young people in 21st century Britain.
It will be based upon the idea of psychosocial sonic mapping, which involves assembling fragments of the music, sounds and silences that have surrounded and shaped us from birth. Sonic mapping also considers our intimate relationships to sound objects and technologies (e.g. the voice, instruments, the body, radio), tracking and tracing the construction of our musical worlds through our homes, families and community spaces.
How can we use psychosocial sonic mapping to develop and practise radical empathy and to orient ourselves towards an evocative liberatory music pedagogy?
The session will involve critical reflection processes and prompts to examine our musical inheritances and sonic present, identifying and charting the relations of power, how it is reproduced in society and possible points of disruption to patterns of inequity.
Guest speakers will share vignettes and audio collages based upon their experiences and sonic maps, we’ll listen to music and sound together, complete creative exercises and participate in open dialogue.
- How do our sonic maps influence our musical identities? What is heard and unheard?
- What audible markers of citizenship, dis/ability, faith, gender, migration, race, class, sexuality and ethnicity are present in our sonic maps?
- What can we learn from the ways in which we feel music and about the ways we’ve learnt to embody our musical influences?
- How can we use our maps to unearth the sonic legacies of racism, colonialism, and ‘whiteness’? How do we listen to and respond to the echoes and reverberations of the past?
- What can this process tell us about how injustice and inequality are perpetuated in music education and how can it transform our practice and pedagogy as musicians, facilitators and educators?
- What does this mean for how we work with children and young people in and through music?
This event is for anyone working with young people through music whatever your role is; from teacher, practitioner, facilitator or youth worker to coordinator, producer, manager or director.
You will get the most out of it if you are very reflective and open to questioning your own influences and experiences.
The development of this concept has been significantly influenced by pivotal events of the past year. It takes an intersectional approach, looking at social justice through all lenses with ‘race’ as a central concern. With this in mind, we ask what does a world where Black lives matter sound like?
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