- What Should the Music Education Profession Expect of Philosophy?
- Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences
- Voicing <i>Imbas:</i> Performing a Philosophy of Music Education
- Philosophy of Music Education as Art of Life: A Deweyan View
- Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental
- Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound
- The Grain of the Music: Does Music Education “Mean” Something in Japan?
- Musical Education: From Identity to Becoming
- Teaching Practices in Persian Art Music
- Understanding Music’s Therapeutic Efficacy: Implications for Music Education
- The Impossible Profession
- Education in Latin American Music Schools: A Philosophical Perspective
- Must Music Education Have an Aim?
- Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education
- Ethical Dimensions of School-Based Music Education
- Engaging Student Ownership of Musical Ideas
- Understanding Music as the Philosophical Focus of Music Education
- Musical Heuristics: Contributions to the Understanding of Musical Creative Processes
- Nurturing the Songcatchers: Philosophical Issues in the Teaching of Music Composition
- Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education
- Good for What, Good for Whom?: Decolonizing Music Education Philosophies
- Place, Music Education, and the Practice and Pedagogy of Philosophy
- On Informalities in Music Education
- Music Education for “All My Relations”
- But Is It Philosophy?
Abstract and Keywords
This article begins with a story of the songcatchers from the Kwakiutl, a First Nations people who lived along the Pacific coast from present-day Alaska to northern California. The inspiration for their songs came from the sounds of running water, wind, birds, and animals. The sounds were imitated, revised, and embellished by a song-maker. Then, the article provides an examination of some of the philosophical issues related to music educators' nurturing of their student songcatchers. It includes discussions of definitions and characteristics of composition, the origins of musical creativity, and pedagogical issues in teaching composition.
John Kratus is professor of music education at Michigan State University School of Music, where he teaches secondary general music methods, music education foundations, philosophy of music education, research methods, psychology of music, and songwriting. He has published widely on the topics of creativity and curriculum development and has presented his ideas to audiences around the world. He gave keynote addresses to conferences of the International Society for Music Education and the College Music Society, and at the request of the United States government provided in-service training to music educators who teach the children of American military personnel around the world.
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