The listed materials are not mandatory to read in full but are helpful for contextualising the session.

1) To read
Small, Christopher. Musicking : The Meanings of Performing and Listening, Wesleyan University Press, 1998.
You can focus on pages 1-3, plus, sections of pages 8-10 (highlighted in yellow).




2) To watch & listen







3) To watch & listen






4) To read
Shapiro, S. (1998). Pedagogy and the Politics of the Body: A Critical Praxis (1st ed.). Routledge.




5) To read
Calderón, Dolores; Lees, Anna; Wilson, Cynthia; and Waite, Renée Swan, "Research Brief: Land Education Teacher Professional Development" (2020). Woodring Scholarship on Diversity, Equity, Inclusion. 33.

In music, we use the word 'scale' to delineate how we structure the notes used in a musical performance. In pedagogy or research, 'scales' exist to delineate durations, spaces of knowledge production, as well as mediums of knowledge exchange. In Western music and school, scales can be perceived as a framework that evolved from centuries of mathematical, philosophical and aesthetic discussions - even though these aspects probably don't come to mind when you listen to your favourite musician, or prepare for a new academic year.

This session will link the hierarchies of perception and introduce key concepts related to how sound and learning are organised in different traditions. Building on the practices of tutors duo – Juliano and Irina – music and art pedagogy, we will discuss modes of listening and engaging with musical sounds and modes of learning. We will focus on spatial analogies, in particular between vertical and horizontal modes of listening, and investigate what type of transdisciplinary ideas can emerge from these reflections.

Materials to engage with beforehand