| dc.description.abstract | In this article we argue that learning initiatives could be better recognized and mediated in order to support meaningful learning and agency in music education.We base our argument on John Dewey’s notions as to how learning initiatives emerge from indeterminate situations as impulsions and how learning as contextual inquiry towards a practical conclusion proceeds. The view proposed is not teacher-centered, student-centered, nor tradition-based, but situation-originated, indicating the significance of the learning situation as a pedagogical point of departure. From this standpoint, the teacher's task is not primarily to realize the goals of the written curriculum, but to inquire into possibilities for interlacing her and her students’ intentions along the curricular aims. This view calls forth the teacher’s capability to seize the dynamic moment: to recognize, inspire, and mediate impulsions towards pedagogically meaningful directions with the help of her previous experiences, curricular understanding, and pedagogical tact. We also elaborate on the more field-specific issues of music education, especially as concerns music teacher education and creativity in the musical classroom. Throughout the article, we use songcrafting as a case to illustrate how a situation-originated perspective can be applied in actual classroom practice. Keywords: composing, inquiry, situational learning, music teacher education, John Dewey | no_NO |
