Pedagogical Tact in Music Education in the Paediatric Ward : The Potential of Embodiment for Music Educators’ Pedagogical Interaction

Abstract

This article aims to contribute to the current theoretical and practical understanding of music educators’ pedagogical tact through a theoretical lens of embodiment within a children’s hospital. Embodied pedagogical tact as a form of practitioner knowledge can effectively serve as a means for music educators, working along healthcare professionals, in the interdisciplinary field of healthcare. The article argues that intertwining pedagogical tact with an epistemological view that relies on the mind-body connection, enables music educators to operate in complex educational situations in paediatric wards. It is concluded that bodily reflections may serve as key competencies beyond musical skills for the educator in navigating through emotional arousal, while supporting the well-being of children and their families in a tactful, sensitive manner.

Keywords: embodiment, healthcare, music education, paediatric ward, pedagogical tact