Abstract

This thesis explores ways in which the process of listening, recording, and editing everyday soundscapes can be incorporated in the art classroom. For this study, I designed and carried out two series of educational workshops; firstly, with a group of students at an all-girls high school in Montreal; and secondly, with a group of art and music teachers from QAIS (Quebec Association of Independent Schools). The data generated from these workshops has been used to develop adaptable educational interventions for teaching this process for Art Education. The data also indicates that this creative practice has a number of salient features for learning and art education. For one, listening deeply to familiar spaces such as a school or classroom can shift and expand our conscious awareness of these surroundings. Furthermore, using technological devices to listen, record, and edit sound can allow students to experience quotidian environments in a different way. This can deepen students’ engagement with common environments by asking them to notice and creatively explore the sounds that define their daily experiences. This artistic and educational approach is grounded in a theoretical understanding of consciousness as a unity that integrates images, smells, textures, thoughts, feelings and memories to experience the world. Thus, the thesis calls for an approach to Art Education that is open to sensory multiplicity in exploring everyday experiences. Sound is a crucial component of such experiences; and as such, it warrants study in art classrooms.