Sound as the Notation for an Algebra of Knowing, Sound as Postcolonial Critique of Educational Practice

• In Event: Sound Pedagogies: Theoretical and Material Possibilities for Studying Knowledges in Action

Abstract

Once one introduces a notation system, one can work in that system independent of the practice, and bring what one learns back into the practice. There is a mapping of the notation system as a representation, model, or metaphor for the relationships in the practice, and the actions and ambience of the practice. If one isolates in any way the sounds of a practice, then those sounds might be said to be a system of representation, a model or a collection of metaphors for the practice itself. This realization has led to ever-expanding fields that use sound as data or sound as entry into understanding.

There are at least two ways in which sound can be the articulation of interpretation and practice based on the above approach, and this presentation will present and critique each: 1) if sound is the notation for an algebra of knowing, then we can invent ways of working with those sounds of education, teaching, and learning, and bring them back into the practice, as insightful innovations into pedagogy; 2) if sound is a model or metaphor for knowing, then we can understand post-colonial approaches to sound studies as self-critique of the coloniality we call common practices in education.

The presentation will introduce these ideas, provide examples of using them in educational studies and in curriculum design, and end with open questions for further exploration in this newly emerging field of study. Data analyzed for this presentation include student work samples in an experimental music course taught over 4 semesters at a Northeastern university: essays, original music compositions, performances, and recorded conversations.

Author

• Peter M. Appelbaum, Arcadia University