In this article, I describe professional encounters with Frank Abrahams, personally and through Abrahams’ writing. The paper includes reflection on Abrahams’ tireless work in testing and pressing the boundaries of normative, small-c conservative music teaching and learning traditions, in Abrahams’ beloved Westminster Choir College and beyond. I recall watching Abrahams teach, both in formal classroom contexts and in other areas of working with students and peers, such as co-authored publications and conference presentations. I recount my role as an unwitting mentee in Abrahams’ careful modeling of critical pedagogical approaches within and without the classroom. Drawing on personal anecdotes and several of Abrahams’ publications, I illustrate how Abrahams cultivated in me critical pedagogical perspectives in and about music education in the United States. I express gratitude for learning from Abrahams a joyful disgruntlement for embracing the possible and never, ever settling for how things are.
Smith, Gareth Dylan
"Quite Frankly: Learning from the Pedagogical Art of Joyful Disgruntlement,"
Visions of Research in Music Education: Vol. 40, Article 4.
Available at: https://opencommons.uconn.edu/vrme/vol40/iss1/4