Sounding Knowledge: News

Sounding Knowledge Network

AHRC Network Research Project (2022-2023)

Aural Literacy Workshop 1 – Bamberg, Germany

In early December 2022, the Sounding Knowledge Network met in Bamberg, Germany for the first of our off-line Aural Literacy Workshops. The core team (consisting of Salomé Voegelin, Werner Friedrichs, Kevin Logan, Kerstin Meissner, Michael Gallagher, Abigail Hirsch and Timothy Smith) were joined by project participants Ingeborg Okkels, Marcus Wachter, Shanti Suki Osman, Selmar Schülein, Steffen Pelzel, Yosa Peit, as well as PhD students from the University of Bamberg, Verena Männer, Julian Schröter, Jana Ziel, Hanna Sophia Kaufmann, Ana Patricia Schultz, Vincent Weikert, Manuel Krauss and Lukas Barth, and Maxim Himmelspach from the University of the Fine Arts Braunschweig.

The workshop participants were tasked with building on the work achieved during two online meetings (see here for a list of participants), which took place in September and October 2022 and explored the practical and theoretical frameworks of sound in education, and education through sound. The first of these online meetings explored 'Positionalities' through an exchange of expertise, methods and tools as well as through presentations and discussion, to find the problems and promises of a Sonic Pedagogy. The second online meeting developed these positionalities through a focus on methodologies of teaching and learning through plenum discussions and breakout sessions, comparing methods, aims, methodologies and finally arriving at four speculative scenarios which subsequently became four questions which provided a conceptual starting point for our work in Bamberg:

  • How can we use/produce sounds to grasp the material and spatial process of the political positioning-in-the-world/society?
  • In what ways can a playful engagement with sound create a site for relational and experiential learning? And how might these sonic practices positively disrupt epistemic power structures and preconceptions?
  • How can we use sounding and listening to create space for non-representationality?
  • In what ways can we use Sounding and Listening to grasp and practice something that is unfamiliar/new to the students?


These questions structured and informed our aim to produce a teaching toolkit in Bamberg. The participants split into four groups, each tasked with thinking through their allocated question to create methods and tools for an applied scenario that might generate a Sonic Pedagogic moment . At the end of the first full day we came back together in plenum to present our tentative findings before enjoying a wonderful dinner in the beautiful old town of Bamberg, where less structured but fruitful discussions on sound, education, politics and art continued and networks were strengthened. The following half-day was spent developing these ideas further, with each group attempting to generate concrete text-scores, instructions, methods, tools, and pathways that could be communicated and ultimately transferred across pedagogical scenarios to create cross-disciplinary and applied possibilities for the promotion and testing of Aural Literacy.

These outcomes will be developed, responded to, applied and tested further in the next meeting which will take place in in February 2023 in London, when the core team, adjunct members, together with PhD students from the University of the Arts London and invited experts from Sound, Music, Pedagogy and Education will meet to together work towards the stated aim of the project: to create a Zine as a workbooklet for a Sonic Pedagogy


UAL Teaching Conference 2022

The PI, Salomé Voegelin was delighted to be able to present the project at this year’s UAL Teaching Conference which took place on the 11. And 12 July 2022.

This paper with performance element introduces the ‘Sounding Knowledge Network’, an AHRC (Arts and Humanities Research Council UK) funded network project that responds to the visuo-centrism of conventional educational methods and the resulting lack of participative and embodied learning opportunities. The paper part will articulate the motivation and aims of the project, while its performative element will practically speculate on its methods. The objective is to introduce Sonic Pedagogy as a transversal practice that uses embodied, sensory and tacit learning possibilities, which are able to nurture a sensational dimension in education.

The hope is that participants will come, if not to fully understand, then at least to imagine the potential and need for sonic competencies, the skill to engage in a subject/discipline or materiality through the relational capacity of sound, and that they come to appreciate the benefits of a sonic sensibility, the ability to hear one's own position within a plural and interdependent world. The objective is to help the the audience to in their own teaching and learning use sound's invisible and connecting dimensionality and to become able to understand how it might augment their practices, allowing them to include the affective and the sensational in their own educational work.

The Sounding Knowledge conference presentation can be downloaded here.