details
| Original Title |
Kommunikative Musikdidaktik in reflexionslogischer Rekonstruktion: Zur Relevanz der 'Dezentrierung des Individuums' für die Fundierung inklusiven Musikunterrichts |
|---|---|
| Parallel title | Reconstructing communicative didactics of music according to a logic of reflection: the ‘decentralization of the individual’ as a basis of inclusive music education |
| Author |
Orgass, Stefan  |
| Source | Clausen, Bernd [Hrsg.]; Dreßler, Susanne [Hrsg.]: Soziale Aspekte des Musiklernens. Münster; New York : Waxmann 2018, S. 91-113. - (Musikpädagogische Forschung; 39) |
| Document | full text (664 KB) |
| License of the document | In copyright |
| Keywords (German) | Didaktik; Inklusion; Musik; Musikunterricht; Reflexion <Phil>; Individuum; Kommunikation; Förderschwerpunkt; Geistige Behinderung |
| sub-discipline | Special Education Teaching Didactics/Teaching Music and Arts |
| Contributors (corporate) | Arbeitskreis Musikpädagogische Forschung. Jahrestagung (39. : 2017 : Bad Wildbad) |
| Document type | Article (from a serial) |
| ISBN | 978-3-8309-3872-9; 978-3-8309-8872-4; 9783830938729; 9783830988724 |
| Language | German |
| Year of creation | 2018 |
| review status | Peer-Reviewed |
| Abstract (English): | This paper tries to contribute to the philosophical basis of inclusive music education from the perspective of the Communicative Didactics of Music (Kommunikative Musikdidaktik; KMD). It focuses on the opportunities and problems which occur in high-school music lessons attended by students with cognitive disabilities in the reflective and verbal dimensions of dealing with music. The problems have to do with the goal of higher education entrance qualification – a goal which has to be maintained. (Other forms of inclusion still await investigation.) The pedagogical basis of the KMD provided by Klaus Schaller’s Pedagogy of Communication (Pädagogik der Kommunikation; PdK) is interpreted in the light of inclusive aspects; the necessity to complement the PdK by thematizing forms of substitution is considered. A differentiation between integrative and inclusive phases of music lessons is suggested. Within the latter, a non-egological concept of school performance (quite the opposite of performance according to possessive individualism) can be brought to bear. It complies with the primordial sociality focused on by the PdK and the KMD. The decentralization of the individual underlying this concept can be an important facet of desirable societal circumstances – an anticipation that should be realized in music lessons. (DIPF/Orig.) |
| is part of: | Soziale Aspekte des Musiklernens |
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| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 09.10.2020 |
| Citation | Orgass, Stefan: Kommunikative Musikdidaktik in reflexionslogischer Rekonstruktion: Zur Relevanz der 'Dezentrierung des Individuums' für die Fundierung inklusiven Musikunterrichts - In: Clausen, Bernd [Hrsg.]; Dreßler, Susanne [Hrsg.]: Soziale Aspekte des Musiklernens. Münster; New York : Waxmann 2018, S. 91-113. - (Musikpädagogische Forschung; 39) - URN: urn:nbn:de:0111-pedocs-207277 - DOI: 10.25656/01:20727 |
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