Reimaging Music Education Through a Rhizomatic Approach Focusing on Performing, Creating, Responding, and Connecting

Abstract

In music educators’ endeavoring to integrate equity into our curriculum, adopting a rhizomatic approach could provide a valuable perspective for reassessing the Western classical tradition as the norm. From a philosophical perspective, the rhizome is perceived as an interconnected multiplicity, where various elements are intricately connected without a central or hierarchical control system. In essence, a rhizomatic approach is more expansive than top-down alternatives and inherently places greater emphasis on equity. Given a rhizome’s noncentered and nonhierarchical nature, the concept of a rhizome encourages engagement with music comparatively or relationally, fostering a broad perspective that recognizes the interconnectedness between musics. More importantly, lessons using a rhizomatic approach may promote teachers and students to view all forms of musics as equally significant, honoring diverse musical traditions rather than exclusively prioritizing Western classical heritage.

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