Spontaneous preferences and core tastes: embodied musical personality and dynamics of interaction in a pedagogical method of improvisation

Laroche, Julien; Kaddouch, Ilan

doi:10.3389/fpsyg.2015.00522

Cited by 17 publications

(14 citation statements)

References 39 publications

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“…Tools to understand and develop skills inspired by ECS may help teachers and coaches find novel ways to enhance the learning process. For example, numerous studies in music and sport have shown how learners use preferential behaviors (e.g., Lund et al, 2012; Laroche and Kaddouch, 2015) – that is, they spontaneously re-enact particular configurations that previously led to an optimal performance. Coaches and teachers can thus help learners explore areas of practice that fall outside their spontaneous achievement zone in various collective situations.…”

Section: Resultsmentioning

confidence: 99%

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

et al. 2019

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Embodied approaches to cognition conceive of mental life as emerging from the ongoing relationship between neural and extra-neural resources. The latter include, first and foremost, our entire body, but also the activity patterns enacted within a contingent milieu, cultural norms, social factors, and the features of the environment that can be used to enhance our cognitive capacities (e.g., tools, devices, etc.). Recent work in music education and sport psychology has applied general principles of embodiment to a number of social contexts relevant to their respective fields. In particular, both disciplines have contributed fascinating perspectives to our understanding of how skills are acquired and developed in groups; how musicians, athletes, teachers, and coaches experience their interactions; and how empathy and social action participate in shaping effective performance. In this paper, we aim to provide additional grounding for this research by comparing and further developing original themes emerging from this cross-disciplinary literature and empirical works on how performative skills are acquired and optimized. In doing so, our discussion will focus on: (1) the feeling of being together, as meaningfully enacted in collective musical and sport events; (2) the capacity to skillfully adapt to the contextual demands arising from the social environment; and (3) the development of distributed forms of bodily memory. These categories will be discussed from the perspective of embodied cognitive science and with regard to their relevance for music education and sport psychology. It is argued that because they play a key role in the acquisition and development of relevant skills, they can offer important tools to help teachers and coaches develop novel strategies to enhance learning and foster new conceptual and practical research in the domains of music and sport.

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Section: Resultsmentioning

confidence: 99%

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

et al. 2019

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“…Accordingly, the "communicative" processes at play in joint musical practices are not reducible to how an individual responds to a given stimulus produced by the others. Rather, collective music-making requires in-the-moment interactivity-a complex network of reciprocal and non-linear communicative processes that engage a range of bodily, affective, sonic, aesthetic and socio-cultural dimensions that are negotiated as the music unfolds (Laroche & Kaddouch, 2015;Loaiza, 2016;Schiavio, 2014). And so, while collaborating musicians will certainly develop their own ways of interacting and communicating that become stable over time, such shared understandings and recurrent patterns of sound and movement emerge from the real-time activity of the ensemble itself-and not from some predefined schema.…”

Section: Non-verbal Communicationmentioning

confidence: 99%

Negotiating individuality and collectivity in community music. A qualitative case study

Schiavio

Schyff

Gande

et al. 2018

Psychology of Music

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In this paper, we report on a qualitative study based on the "Meet4Music" (M4M) project recently developed at the University of Music and Performing Arts Graz, Austria. M4M is a low-threshold community-based program where participatory sessions dedicated to different artistic activities are freely offered to people from different social and cultural backgrounds. Our study explores how M4M promotes self-expression, creativity, social understanding, and artistic development through a number of interviews that we collected with the "facilitators"-those who help guide the heterogeneous ensemble of participants without being committed to a fixed and pre-defined teaching content. Our data focus on three aspects of M4M: "mutual collaborations," "non-verbal communication," and "sense of togetherness." Taking the "enactive" approach to cognition as a theoretical background, we argue that M4M helps to promote a sense of community that goes beyond the distinction between "individuality" and "collectivity." M4M encourages participants to meaningfully engage in collective forms of artistic activities, and develop new perspectives on their cultural identities that can play a key role for their flourishing as musical beings. In conclusion, we briefly consider possibilities for future research and practice.

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“…As we will discuss in more detail, insights drawn from this approach will allow us to posit that music education environments should be considered as self-organizing and autonomous systems in their own right. It should be noted that our proposal is inspired by existing scholarship in education, music, and improvisation that develops enactive and embodied perspectives on cognition (see, e.g., references [ 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 ]). Our aim is to extend this research and provide a more unitary framework for music education through the lenses of 4ECS, and the notion of autopoiesis.…”

Section: Introductionmentioning

confidence: 99%

4E Music Pedagogy and the Principles of Self-Organization

Schiavio

Schyff

2018

Behavioral Sciences

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Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of ‘autopoiesis’ (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one’s musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.

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Spontaneous preferences and core tastes: embodied musical personality and dynamics of interaction in a pedagogical method of improvisation

Cited by 17 publications

References 39 publications

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

Negotiating individuality and collectivity in community music. A qualitative case study

4E Music Pedagogy and the Principles of Self-Organization

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