Interdisciplinary and Relational Approaches to Embodiment Conscious Music Performance Pedagogy

Abstract

In this commentary on the fascinating study completed by Anderson César Alves and Marcos Nogueira, I discuss two avenues for considering the complexities of embodiment conscious music performance pedagogy. In the first, I contend that music, including but not limited to, music performance pedagogy, is inherently interdisciplinary. In the second, I offer that music performance pedagogy, in particular “studio” or one-on-one pedagogy, is necessarily relational. It is my hope to add value to Alves and Nogueira’s work, while also broadening the lens through which we observe the competencies of both teacher and student within the private lesson context. I close with suggestions for future studies, continuing the important conversation around exceptional teaching and learning for musicians.