As a musician, I look toward phenomena of everyday experience as data for aesthetic reflection and embodied voice in tones of a flutist, poet, photographer, and educator expressing living, knowing, learning, and teaching. My inquiry critically interprets narrative processes in teacher education while evoking transformative spaces of deep listening and re-hearing in multi-tonal embodied texts. I demonstrate these processes as a classroom teacher challenged by Arthur, a student whose social behavior shows signs of Asperger’s Syndrome, but whose special voice emerges through shared times of silence and musical improvisation. I invite redefinition of the teacher/student relationship, questioning teaching practices in aesthetics and pedagogical spaces while inviting critical discussion of autism with researchers in neuropathology and identity perceptions in arts education, music psychology, and music sociology.
|Keywords:||Narrative Inquiry, Embodiment, Voice, Aesthetics, Reflexivity, Teacher Education|
Instructor, Faculty of Education, Arts Education, Simon Fraser University, North Vancouver, British Columbia, Canada