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Fabricating the Creative Child: Musi...

Karvelis, Noah,

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Fabricating the Creative Child: Music Education and the Dissonant Desires of U.S. Schooling /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fabricating the Creative Child: Music Education and the Dissonant Desires of U.S. Schooling // Noah Karvelis.
Author:	Karvelis, Noah,
Description:	1 electronic resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31996439
ISBN:	9798311953108

Fabricating the Creative Child: Music Education and the Dissonant Desires of U.S. Schooling /
Karvelis, Noah,

Fabricating the Creative Child: Music Education and the Dissonant Desires of U.S. Schooling /Noah Karvelis. - 1 electronic resource (150 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

Creativity has become taken-for-granted as a simply good quality that schools should cultivate in children. Yet, this is a relatively recent priority, one that emerges largely in the post-WWII era. This dissertation questions the historical and epistemological conditions that constructed creativity as a dominant desire within education. To do so, I utilize the case of music education, an area of the school which demonstrates a key practice which, I suggest, is vital to creativity becoming so desired within 21st-century schools: the psychologization of the child and their creative capacities and, in response, the development of forms of governance that seek to administer the child into becoming the desired, creative child they are assumed to not yet be. Importantly, these attempts to govern the production of the creative child are practices that are not neutral and instead political. I trace how efforts to construct creativity operate through cultural and social ideas of normalization, difference, and ultimately target specific populations marked as Other and assumed to lack creativity. Across the chapters of this dissertation, I trace how, through pedagogies often thought of as simply good and creative, difference and governance are distributed across populations such as "inner city" children and the "multiply disabled", among others.The goal of constructing these understandings is to make clear the ways taken-for-granted practices and ideas fabricate difference and enact modes of governance. Of particular interest are the ways affect, sound, and sensation have become new technologies for governing the child within schools. This dissertation develops understandings of the epistemologies and histories which construct the present conditions of U.S. schools, while also clearing the space necessary for fostering alternative conceptions of being and knowing within schools that transcend the problematic epistemological residues of past approaches, particularly as it relates to creativity.

English

ISBN: 9798311953108Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Creativity

Fabricating the Creative Child: Music Education and the Dissonant Desires of U.S. Schooling /
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500 $a Advisors: Popkewitz, Thomas S. Committee members: Rathgeber, Jessie; Kirchgasler, Kathryn; Kirchgasler, Christopher.
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520 $a Creativity has become taken-for-granted as a simply good quality that schools should cultivate in children. Yet, this is a relatively recent priority, one that emerges largely in the post-WWII era. This dissertation questions the historical and epistemological conditions that constructed creativity as a dominant desire within education. To do so, I utilize the case of music education, an area of the school which demonstrates a key practice which, I suggest, is vital to creativity becoming so desired within 21st-century schools: the psychologization of the child and their creative capacities and, in response, the development of forms of governance that seek to administer the child into becoming the desired, creative child they are assumed to not yet be. Importantly, these attempts to govern the production of the creative child are practices that are not neutral and instead political. I trace how efforts to construct creativity operate through cultural and social ideas of normalization, difference, and ultimately target specific populations marked as Other and assumed to lack creativity. Across the chapters of this dissertation, I trace how, through pedagogies often thought of as simply good and creative, difference and governance are distributed across populations such as "inner city" children and the "multiply disabled", among others.The goal of constructing these understandings is to make clear the ways taken-for-granted practices and ideas fabricate difference and enact modes of governance. Of particular interest are the ways affect, sound, and sensation have become new technologies for governing the child within schools. This dissertation develops understandings of the epistemologies and histories which construct the present conditions of U.S. schools, while also clearing the space necessary for fostering alternative conceptions of being and knowing within schools that transcend the problematic epistemological residues of past approaches, particularly as it relates to creativity.
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650 4 $a Pedagogy. $3 2122828
650 4 $a Curriculum development. $3 684418
650 4 $a Epistemology. $3 896969
653 $a Creativity
653 $a Difference
653 $a Governance
653 $a Social ideas
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690 $a 0456
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710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $e degree granting institution. $3 3759028
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