ABSTRACT
This chapter presents the journey of reflection on practice by focusing on concepts that underpin learner-centred teaching. This holistic approach to music education sees learning music as an essential element of living a fulfilled life. Learner-centredness in education is prominent discourse that needs ongoing dialogue to foster understanding, especially with regard to the implications of its approach to practice. Learning in music activities can be seen as meaningful in changing how a person perceives themselves and life. Max Van Manen suggests that teaching viewed through this lens “has the quality of opening up possibilities of being and becoming”. Through this lens, teaching could be seen as opening possibilities for learning with a pedagogy that is “willing to engage the beautiful risk”. David Elliott and Marissa Silverman base their praxial philosophy of music education upon Aristotle’s conception of Praxis – comprising four distinct parts: theoria, poiesis, techne and phronesis. Music connects the learner to their primal humanity, felt in their bodies.
