| Popis: |
As in many metaphors used in the discourses of education, space as well as motion are the bases for a certain image of education in which the teacher turns out to be either a guide or a gardener leading young people over the hills and through the dales. Thus, it appears that education seems to happen within various spaces; furthermore, according to Jank & Meyer (2003), learning environments and situations can (and should) be staged. That said, the spatial turn, as one of the prominent paradigms in cultural studies, might even open up an altered perspective on the history of German music education. Based on recent research in educational and cultural studies, this article attempts to analyze a phenomenon that arose in the first half of the twentieth century, the so-called Tonwortstreit (Latonisation dispute). The starting point of my endeavor here is to see what happens with the historical sources when first the author, the Franconian music teacher and author of various methodological publications, Raimund Heuler (1872–1932), and his oeuvre are viewed not only in their temporality but also in spatiality. Second, it will be shown how his musical educational writings on singing-schools (1912) are represented as a spatial construction by looking at the ways he constructed his institution in Wurzburg based on his own musical belies as a secluded space which he defended against other methodological approaches. (DIPF/Orig.) |
