ABSTRACT
This chapter introduces readers to the concept of eco-literate music pedagogy. The historical precedents for this concept began in time immemorial, and found institutional beginnings in the 1920s with Satis Coleman's once-popular creative music method. However, neither of the historical precedents gained wide appeal in the music education profession. R. Murray Schafer's soundscape influenced the contemporary disciplines of ecomusicology and soundscape ecology. As metaphors, gardening can be used to clarify ecological consciousness, and wilderness can be used to clarify ecological literacy. Reflective writing dominates the environmental literature. Reflective writing, a staple of environmentalism since Thoreau, is used to introduce autoethnographic writing in music education and the current method, philosophy/autoethnography. If postmodernism is generally understood as skepticism toward metanarratives, philosophy/autoethnography provides a subjective approach to theoretical questions in line with the postmodern and ecological challenges. The chapter further explains the method, which led to reflections, such as "Walking a Road Less Travelled By", and fictional "creative vignettes".
