Submitted by CEFEDEM, Lyon
Tags: Experience-based, contextual
Practice-inquiry is an exercise/project conducted long-term (one school year for example) first developed in a study program for musicians. In this program the teaching methods lean on project-based learning, which “practice-inquiry” is a part of. Students are thus a researcher (to lead an inquiry), educator (to teach people to play) and performer (to know how to play). In addition, the proposed framework invites each student to solicit resources to feed their work. The method addresses the question of supporting development of a “Practitioner-Researcher”. Teaching means to implement and develop a number of activities that make the practitioners co-producer and co-authors of knowledge.
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In which way is this method alternative?
The method addresses the following question: How to build a “Practitioner-Researcher”? Teaching doesn’t mean to deliver knowledge from someone who knows to someone who doesn’t know. Teaching means to implement and develop a number of activities that make the practitioners co-producer and co-authors of knowledge (practice in itself is a carrier of knowledges). We tend to the “Professionalization of students”, in the sense of the capacity of a social body determined not to be simply the performer of knowledge, but to be, in a way, constructor of the autonomy of their action. Our students are allowed to produce research : they have the capacity to develop knowledge in theirs practices. Our key reflection and action is : in each situation where people make music, there are questions about transmission and knowledges. Perhaps not only in music
