ABSTRACT
This chapter focuses on navigation and negotiation in the learning process. In any reflective music pedagogue’s practice, there will probably be evidence of many threads and influences from the ‘Grand Methods’. They are channelled through ‘practical reasoning’, which takes account of the fluid and ever-changing learning situations. A comforting thought may be that pedagogical improvisation is the most advanced level of a music pedagogue’s expertise. The pedagogue can support learning, experiences and working in music in many ways. Some pedagogical actions are non-verbal in nature, the use of body language: gestures, and facial expressions, are powerful tools in facilitating the group process in music. The metaphor of a map usefully describes the process of preparing for the teaching situation with options in mind. Different groups need different physical scaffolds; learners may experience an environment through movement within it and exploration with their senses. The pedagogical situations are complex systems, and therefore it is beneficial to organise the reflections and observations.
