Maieutic: A Teaching and Learning Approach. As Applied to Western Music

Abstract

Abstract In this article I discuss some considerations arising from eight years of professional experience in Thailand, as both performer and teacher of music. Working alongside students mainly from Asian countries, I have been led to reconsider deeply how western teaching methodologies can be efficient and valuable in non-western cultures. I have become convinced that music teaching (and learning) must be part of a cultural and artistic approach towards diverse heritage – the western legacy in this specific case – through study of music. The goal of a teacher is to show students the correct learning process, and to create for them the best conditions to facilitate awareness, understanding and appreciation of the music. Considering the undeniable relevance of ancient Greek influence in western arts and philosophy, I demonstrate the effectiveness of the Socratic method known as maieutics, as applied to the learning of music. By this method students are always forced to think-in-music, to understand what they are doing, to make responsible choices. A musical piece is a problem to solve, and classes are often based on dialogue with Q&A sessions, stylistic considerations, reflections on the meaning of the music, and understanding of the underlying meaning of the written notation, following which performance of the score is just a way to verify the validity of our proposed solution. Through this approach students are stimulated to find the truth within themselves, and thus have the opportunity to become artistically independent.