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date: 24 February 2020

Abstract and Keywords

The notion of becoming, as articulated by the philosopher Gilles Deleuze and psychiatrist Féix Guattari, involves stepping outside habitual, familiar, or prevalent frameworks of understanding, crossing borders, and thus envisioning new possibilities that embrace not just identities but differences. This article explores what the notion of becoming could mean for music education. The first section looks at discourses concerning legitimization and history in jazz and jazz education. Approaches taken to music education often involve attempts to legitimize and historicize music in certain ways. The final sections offer constructive insight into these matters, arguing that even if one cannot escape it altogether, one needs to move beyond history. The general charge of a becoming-music education is to think about thinking, about educating, and about music in ways that are more expansive, inclusive, and fluid than those previously accepted.

Keywords: jazz education, music historicization, Gilles Deleuze, becoming, music legitimization

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