‘Knowing how to as practical knowledge embodied is the most powerful knowledge of all. We could then talk about a knowledge-led curriculum and that would go down well in important places.’ 
In last week’s blog I briefly illustrated embodied-knowledge with examples from Yehudi Menuhin and Steven Feld.
Below Gary Spruce engages with Michael Fordham on the subject of embodied musical knowledge. Michael is a history teacher and member of a school leadership team.
|@mfordhamhistory @Johnfinney8 books.google.co.uk/books?id=VMSKB…. This does a good job, I think|
| Link not working. But see
This is the kind of explanatory work we have to do in order to educate the wider profession about the nature of musical knowledge. The work needs to be disruptive.
And I met another visible example of embodied musical knowledge as I travelled by train last Friday. The young man across the aisle caught my attention through his dancing upper body as he listened to whatever it was on his audio device. It appeared as if his embodied musical knowledge was making the world his own.
(No knowledge independent of the knower. Discuss.)
This is knowledge and understanding that can’t be reduced to discursive thought. No, it is not there waiting to be revealed as knowing this and that. This is not to say that it can’t be reflected upon. And now the teacher has great responsibility.
Wait a minute, have you noticed? I have slipped from knowledge into understanding.
L. A. Reid points out that while a conceptual distinction can be made between knowledge and understanding, existentially they are the same. 
And having reached this point we can make a link to meaning. 
(No knowledge without meaning. Discuss.)
Why speak about engagement, skills, fun when we can speak about knowledge, understanding and meaning making?
Now, if we can have a more confident discourse around the nature of musical knowledge, we may be able to think more intelligently about assessment.
Without starting with the nature of musical knowledge assessment is left to run around like a headless monster.
 Reid, L. A. (1986) Ways of Understanding and Education. Heinemann Education Books.
 See Green, L. (1988) Music on Deaf Ears: Musical meaning. Ideology and education. Manchester University Press.