Im Rahmen der 31. EAS-Konferenz in Dublin im vergangenen Jahr wurde neben anderen auch auch das Thema Nachhaltigkeit im Zusammenhang mit Musik und Bildung in den Fokus gerückt. Silke war dort Teil eines Symposiums mit dem Titel „And where is the music here?“ Music teaching and learning in the context of a sustainable development education. Hier findet ihr die wichtigsten Infos im Überblick.

Wer war dabei?

• Silke Schmid (Professorin am Institut für Musik der Pädagogischen Hochschule Freiburg)
• Katharina Anzengruber (Assistenzprofessorin am Department für Musikpädagogik der Universität Mozarteum Salzburg)
• Lina Van Dooren (Doktorandin der Malmö Academy of Music und Agenda 2030 Graduate School der Lund University). 
• Maximilian Seip (Musiklehrer an einer Grundschule)

Worum ging’s?

Die zunehmenden Herausforderungen bezüglich Nachhaltigkeit erfordern weitreichende Veränderungen. Gerade Bildungseinrichtungen sollten eine zentrale Rolle in der Umsetzung der 17 globalen Ziele für nachhaltige Entwicklung spielen. Hierzu muss kritisch nachgefragt und neu gedacht werden. Dies ist nur möglich, wenn Traditionen und Konventionen, die das westliche Bildungssystem auf allen Niveaus prägen, zunehmend überdacht und verändert werden. Dies involviert auch das Feld der Musikpädagogik. Das Symposium beleuchtet hierzu verschiedene Perspektiven unter Betrachtung dreier (Forschungs-)Projekte.

Die Präsentationen

ESD through inter- and transdisciplinary approaches in the project Co-CreART. Co-Creating Change! – „And where is the music here?“

Katharina Anzengruber (Mozarteum University Salzburg)

The development of innovative and sustainable ideas and solutions requires cooperations with people across various social groups, with different socio-cultural backgrounds and different expertise as well as the development of creative skills beside scientific and technical ones, and the ability to think and act ‚out of the box‘. In this context, artistic approaches and – with regard to school teaching – the artistic subjects play a key role. Against this backdrop the project “Co-CreART. Co-Creating Change!” (2023-2027; funded by the Austrian Climate and Energy Fund) has been created. As part of it the inter- and transdisciplinary “CreART-Lab” is being developed together with students and in collaboration with partners from art & culture, science & technology, education & mediation as well as regional companies. This open and mobile laboratory will include various experimental mediation formats. It is intended to make innovative practices and creative solutions in the field of climate protection tangible for students and encourage them to take action. The fact that artisticcreative and scientific-technical approaches are continuously intertwined makes it very special.

Conceptualizing sustainability in music education through teachers’ perspectives and experiences.

Lina van Dooren (Lund University)

The concept of sustainability has been integrated into the curriculum of primary and secondary schools in Sweden. Though it is not a recent addition, sustainability as depicted in the curriculum does not fully align with the current Sustainable Development Goals (UN, 2015). It is mostly associated with the environmental dimension and part of the scientific subjects. If schools are to play a crucial role in bringing about changes to adequately face all sustainability challenges, then it should permeate all schoolrelated activities including music education. Therefore, I have interviewed six music teachers in Swedish schools about their understanding and implementation of the sustainability concept in their lessons. The interviews were analyzed using a constructivist thematic analysis (Braun & Clarke, 2022). One of the themes point towards the need for a reciprocal connection between the classroom and the world. It is important to introduce and discuss sustainability questions, preferably through music. Simultaneously, the music from the classroom should function as a means to reach out into society. This implies the need for a world-centered education (Biesta, 2021)

Music teaching, ESD and the ongoing climate emergency from the perspective of teachers: A grounded theory study.

Maximilian Seip & Silke Schmid (Pädagogische Hochschule Freiburg)

The transformative potential of music in the context of social change and more specifically, the climate crisis has been discussed (Bentz and O’Brien 2019). Besides, the ESD portal describes teachers in general as change agents (BMBF 2021). However, that transformative potential and the implied change agency need to be discussed more thoroughly. It can be assumed that there is a possible area of tension between the curricular and everyday demands on teachers and the implementation of this guiding educational mandate. Although the general guiding perspective of education for sustainable development is firmly anchored in many curricula, it is necessary to determine the extent to which specifically music teachers (can) implement this in practice and which framework conditions they consider to be conducive or obstructive to this. In addition, the aim is to develop a data based theory that reveals possible identity constructions in connection with the feasibility perspective of ESD, thus stimulating further research in this area. In a qualitative-explorative grounded theory study, the feasibility perspective of ESD in music lessons was analyzed on the basis. of five expert interviews with music teachers at secondary schools. Findings indicate that not only the subject-specific potential of music plays a key role, but also the teachers´ habitual stance and in very differentiated manner. This paper argues that the connection between music and ESD is, on closer inspection, a potentially organic one with a large potential for raising awareness probably not yet fully exploited in schools. It is crucial to understand the teachers‘ views better and to classify best practice examples accordingly. Only in this way, the motivation to address this topic in music lessons and develop music-specific approaches to ESD becomes fruitful for a transition into sustainable societies.