Fumbling Towards Vulnerability

Moving Out of the Familiar for Music Education's Sake

Lesley Dawe

As a young teacher that is still fairly new to the profession, I am constantly striving to find a balance in my own teaching practice that honours both the traditional past of music making, as well as infusing a more creative, constructivist, and inquiry-based approach within the classroom. This article explores my personal perspective, the ways in which I have had to reexamine what my role as teacher looks like in a music classroom - where I am a co-learner with my students. This approach illustrates how allowing for greater student autonomy in the classroom helps to facilitate an environment where risk taking and creativity are the norm, and why we need to consider embracing a sense of vulnerability that teaching in this way invites.

Journal Canadian Music Educator
Year 2016
Volume 57
Issue 2
Pages 22-24

Dawe, Lesley (2016) Fumbling Towards Vulnerability: Moving Out of the Familiar for Music Education's Sake. In: Canadian Music Educator, Vol. 57, No. 2, pp. 22-24. Available at https://openmusiclibrary.org/article/52795/.


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