ABSTRACT

This article explores the ways in which a musical learning project acted as a space for critical artistic and relational engagements in two middle school (ages 11–14) music programs. Drawing from work on cultural production and border crossing pedagogies, this project invited students to create soundscape compositions that explored the question ‘how do I hear my world?,’ engage in ongoing dialogue, and critically reflect on the interconnectedness between how they saw themselves, their classmates, and the world. Data amassed from interviews, focus groups, and observations, suggest that both students and educators utilized this project to help them conceptualize social and symbolic borders as porous and crossable in the music classroom. Findings also indicate that understanding border crossing, cultural production, and composition as ongoing processes might help music educators design critical project-based learning opportunities that seek to bring young people into dialogue with others and the world.

摘要

本文探讨了音乐学习项目如何充当两个中学（11至14岁）音乐课程中重要的艺术和关系活动的空间。该项目借鉴了文化生产和跨境教学法的研究成果，邀请学生创作音景作品，探讨“我如何听到我的世界？”这一问题，进行持续的对话，并批判性地反思他们如何看待自己，他们的同学和世界。从访谈，焦点小组和观察中收集的数据表明，学生和教育工作者都利用该项目来帮助他们将社会和象征性边界概念化为音乐教室中可渗透且可交叉的边界。研究结果还表明，了解跨境，文化生产，