Vocabularies of Genius and Dilemmas of Pedagogy

Abstract

Abstract This chapter explores the “vocabularies” of genius in artistic practice and pedagogy. The first section presents a brief historical overview of ideas of genius and creativity before illuminating some of the critiques these have faced in the twentieth century. It is maintained that these concepts were from their inception exclusionary and present a difficult inheritance for current musical practice. In section two, three “dilemmas” of pedagogy are discussed in the context of these debates: whether pedagogy involves imparting knowledge or unlocking students’ creativity; whether the canon can be elastically broadened or must be dispensed with; and the question of genre. It is argued that the history of genius vocabularies has ongoing impacts on current pedagogical debates and that a critical awareness of these can lead to a more open music pedagogy.