Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme

Abstract

From a European perspective, musicians in Western classical music are educated at conservatories, whose heritage goes back to the conservatory tradition that arose in the 19th century and emphasised craftsmanship. With the Bologna adaptation of higher musician education, reflection gained increased importance, which has actualised the relationship and tension between practice and theory in conservatory teaching. However, neither which aspects of the musician’s profession that such reflection includes nor how it, in turn, prepares students to act with good judgment in their professional practice has been researched to any greater degree.

Our intention in this article is to outline and problematise a proposal for what professional judgment could mean for classical musicians and how it can be cultivated within higher music education.

Based on an example from one of the authors’ artistic practice, Hannah Arendt’s philosophy of judgment, as well as the authors’ previous and ongoing research, we highlight what teaching and learning of professional judgment among classical musicians can and could mean in an artistic, academic, professional education.