Artistic practice in (elementary) music education

// Artistic Practice in (Elementary) Music Education

The question of artistic practice in music education, and specifically in elementary music education, has been accompanying me since 2015. In my bachelor's thesis, I delved into the question of what artistic practice is or can be in general. Regarding elementary music education, I found it challenging to define or create a definition because: How can one define something that constantly changes its form and adapts to different situations?

But first of all, what is artistic practice, and why is it necessary in pedagogy or education?

In my view, artistic practice is the creation or practice of artistic content for the sake of the art itself, with the goal of achieving an artistic outcome. The priority is, therefore, not to pursue a primary pedagogical, methodological-didactical, or therapeutic goal, but an artistic one. This motivation is underpinned by an artistic ambition. Nevertheless, artistic practice can be pedagogically, methodologically-didactically, or therapeutically valuable and achieve such successes. The difference is that pedagogical-methodological-didactical strategies serve as tools rather than the central focus.

Does this contradict clearly defined learning objectives? No. As an educator, I can also pursue clearly defined learning/teaching objectives and weave them into the creative process. Does artistic practice necessarily aim for a performance? No.

Through an analysis of various performance art artists and their activities, I concluded that performance art as a genre can serve as a model for artistic practice in elementary music education. Calling performance art a genre is a conundrum in itself because the immense differences in intention, form, and design suggest that no such definition can be made. And yet, the idea of performance art as a genre exists. Often, one of the few commonalities is the intention to be artistically active. To create a performative moment in which a kind of transformation occurs—collective, individual, personal, or cultural.

// Why Ask About Artistic Practice?

Is it necessary to have an artistic practice as a teacher, or is it enough to have artistically valuable moments and interactions with students?

I say yes, it is necessary.

Learning a language is not just about learning words. You need grammar and conversations. But most importantly, what’s the point of learning a language if you have nothing to say?

This is where artistic practice comes in.

Artistic practice is a moment in which learned concepts, techniques, and cultural usages are applied to express oneself, to communicate what cannot be said in everyday life or with language alone.

Artistic practice inspires, encourages reflection and exchange. Artistic practice is the foundation and essence of all music education.

Having an artistic practice means going beyond merely teaching skills; it means embodying the creative process and inviting students to partake in it. This approach enriches the educational experience, making it more meaningful and impactful.

Artistic moments and interactions are valuable, but having an ongoing practice ensures that these moments are not isolated incidents but part of a continuous journey of artistic growth and exploration for both teachers and students.

In conclusion, incorporating artistic practice into music education is not just beneficial but essential. It provides the means to create a deeper connection with the art form and fosters an environment where true artistic expression can flourish.