Paper · mcdc · 2019
Metaphor in Music Pedagogy and Its Connection to Embodiment Consciousness
Short review in Empirical Musicology Review grounding the embodiment thread that runs through MCDC.
J. Harry Whalley
Abstract
[PLACEHOLDER — the published abstract. This short paper (pp. 38–40) is cited in Harry's UCA staff profile and named as R5 in the ACT Impact Case Study narrative as "theoretical foundation for music-based interventions"; its exact abstract is not reproduced here pending a direct source.]
In plain language
A short 2019 piece by Harry Whalley in the open-access journal Empirical Musicology Review on metaphor in music pedagogy and its connection to embodied consciousness. The ACT impact narrative flags it as theoretical groundwork for the music-based-intervention programme that later becomes MCDC — the idea that musical meaning is not only heard but bodily enacted is one of the argumentative supports for why music-led therapeutic engagement produces the kinds of multi-domain responses ACT's observational framework is designed to pick up.
Citation
Whalley, J. H. (2019). Metaphor in Music Pedagogy and Its Connection to Embodiment Consciousness. Empirical Musicology Review, 19(1), 38–40.
Status
- Status: published (2019)
- Open-access — Empirical Musicology Review is a fully open journal
Open questions for Harry
- DOI / direct URL on the Empirical Musicology Review platform
- Whether to reproduce the full abstract here (copyright permitting), or link out only
- Any other prior Whalley papers in the music-cognition / pedagogy space worth adding alongside this entry