Phenomenology is explored as a way of helping students and educators open up to music as a creative and transformative experience. I begin by introducing a simple exercise in experimental phenomenology involving multi-stable visual phenomena that can be explored without the use of complex terminology. Here, I discuss how the “phenomenological attitude” may foster a deeper appreciation of the structure of consciousness, as well as the central role the body plays in how we experience and form understandings of the worlds we inhabit. I then explore how the phenomenological attitude may serve as a starting point for students and teachers as they begin to reflect on their involvement with music as co-investigators. Here I draw on my teaching practice as a percussion and drum kit instructor, with a special focus on multi-stable musical phenomena (e.g., African polyrhythm). To conclude, I briefly consider how the phenomenological approach might be developed beyond the practice room to examine music’s relationship to the experience of culture, imagination and “self.”

中文翻译：

---

从Necker多维数据集到多节奏：在音乐教育中培养现象学的态度

探索现象学是一种帮助学生和教育者开放音乐的方式，以创造和变革性的体验。首先，我将介绍一个简单的实验现象学练习，其中涉及多稳态视觉现象，无需使用复杂的术语即可进行探索。在这里，我将讨论“现象学态度”如何促进对意识结构的更深刻理解，以及身体在我们如何体验和形成对所居住世界的理解中所起的核心作用。然后，我探索现象学态度如何作为学生和教师开始反思他们作为共同研究者对音乐的参与时的起点。在这里，我以打击乐器和架子鼓讲师的教学经验为依托，特别关注多稳态音乐现象（例如，非洲多节奏）。最后，我简要考虑了如何在实践室之外发展现象学方法，以研究音乐与文化，想象力和“自我”的关系。