Instrumentos de Poder. O poder afetivo do design de som no ensino de música nos Estados Unidos
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O ensino de música nos Estados Unidos tem cada vez mais focado na criatividade do aluno e em práticas como improvisação. Enquanto tais práticas e mudanças são frequentemente conceitualizadas como reformas flexíveis e inclusivas na formação de diferentes tipos de crianças, historicamente o currículo tem pouco a ver com música e, em vez disso, se preocupa em domar as incertezas no que se refere à supervisão de crianças. Examinamos aqui a pedagogia Orff-Schulwerk aplicada ao ensino de música, considerada uma reforma progressista que enfatiza improvisação e criatividade. Explorando brevemente a produção da Orff-Schulwerk na República de Weimar e o seu translado e tradução para os EUA pós-Guerra, consideramos o currículo como (in)formado por uma pesquisa psicológica sobre racionalidade, escolha e criatividade. O foco incide sobre o sistema de raciocínio incorporado ao currículo como princípios geradores de tipos desejáveis de pessoas em um futuro estável e seguro, relacionados às narrativas de salvação – princípios distintos na República de Weimar e nos EUA. O posicionamento móvel das pessoas no currículo Orff-Schulwerk e os instrumentos de sala de aula usados para o aprendizado de som são, segundo nossa argumentação, práticas de governar o corpo e a alma. A fabricação e mapeamento no currículo musical estão relacionadas com os tipos de populações requeridas e são evidência dos desejos progressistas que simultaneamente distribuem diferenças.
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