Von den Möglichkeiten, ein singendes Subjekt zu sein. Eine diskursanalytische Untersuchung von singspezifischen Wissensordnungen in musikdidaktischen Zeitschriftenartikeln

Abstract

This paper argues that statements about learning to sing (re)produce specific knowledge formations and thus open and limit possibilities for students and music teachers to be acknowledged as singing subjects. Based on the results of a discourse analysis of didactic journal articles about singing in the general music classroom, some selected singing-specific knowledge formations and subject positions are described: Delineating the knowledge formations of singing as a basic human need and the singing voice as the body’s own instrument, it is shown how a binary distinction of (well) singing and not (well) singing students is constructed via various discursive practices and legitimized as a problem of pedagogical action for music teachers. The article concludes with some suggestions for a critical-reflexive approach to didactic texts about singing.