Just returned home from the most amazing @CottenhamVC Dance show. Super proud of all the pupils. Such hard work from pupils and staff.
Here is a head teacher, may I say with acknowledgement to twitter, celebrating his pupil’s knowledge of dance, a remarkably rich form of knowledge.
But what kind of knowledge is this?
Clearly not propositional knowledge, the true statement of facts, but rather knowledge ‘of’ dance.
But what does ‘knowledge ‘’of’’ dance’ mean?
In last week’s blog (https://wordpress.com/stats/day/jfin107.wordpress.com) I drew upon the work of Louis Arnaud Reid in establishing the primacy of experience-knowledge in the arts. Yes, knowledge by acquaintance or as Reid puts it, the ‘occurrent experience of knowing and coming to know’. 
The dancers were of course both thinking and feeling, knowing in their bones and through intuition gaining knowledge unmediated by conceptual thought.  And to use another of Reid’s concepts, ‘meaning was embodied’. 
For Reid, this kind of knowing defies expression in the form of propositional statements. It is simply not reducible to such statements. Statements of fact about dance or music are another thing altogether, as is ‘knowing how’, or as some prefer, ‘procedural knowledge’. And the idea of musical skill doesn’t come close either.
The occurrent experience of knowing and coming to know are the reason for engagement in music and the arts. This is why they exist. To speak of musical knowledge in terms of the propositional statement of facts alone is a gross dissembling.
Thus, it is regrettable that the current calls for the bringing back of knowledge, for knowledge rich curricular, appear to insist on the one form of knowledge, that is, the propositional statement of facts.  Yet, there is a knowledge much more powerful.
We can only imagine head teacher Stuart Lock and the audience experiencing the CottenhamVC Dance show as a delight. They were the dance while the dance lasted. And that is something to celebrate.
 Reid, L. A. (1986) Ways of Understanding and Education. Heinemann Educational Books.
In last week’s blog I asked who would read the book ‘Learning to teach music in the secondary school’? In chapter 3 Chris Philpott addresses the question, ‘what is musical knowledge’? In the chapter the question is answered in relation to ‘the what, how and where of musical learning and development.’
 Reid uses the term cognitive-feeling as a way of conceptualizing pre-conceptual thought. He points out the reliance of psychologists on the concept of ‘emotion’ and the disregarding of ‘feeling’. Feeling, of course, has a cognitive component.
 Much of the world’s music is made without recourse to the propositional statement of facts. In our national system of music education there is a dialogue between different ways of knowing and coming to know ‘about’ music and we think this conversation is valuable.
 In the making of the new GCSE examination a new category has been created – knowledge. There is performance, composition, appraising and knowledge (In syllabuses this is expressed as knowledge and understanding.). Disappointingly, the knowledge here is knowledge as the true propositional statement of facts (wonderful things in themselves), a set of abstract concepts. This failure to pluralize knowledge is reflected in what is valued in the exam.