Hybridität im Musikraum.:Theorien und Beispiele zum "neuen Normal"

The article theorizes hybridity as a key feature of contemporary music education and demonstrates its pedagogical implications through two professional development programmes for music teachers. It first outlines how hybrid identities, spaces, practices, bodies, materials and knowledge emerge in postdigital musical cultures. Hybridity here denotes transformative reconfiguration of roles, standards and media in which digital and analogue, formal and informal, institutional and everyday contexts interpenetrate. Against this background, the article analyzes a Leuphana University course on digital-creative pop music teaching and a PH Weingarten project on postdigital production and transformation as examples of hybrid learning spaces. Both formats combine online self-study, school-oriented structures and exploratory production work, enabling teachers to experience hybrid musical roles, to work with hybrid material (e.g. sampling, interpolation, DAWs) and to oscillate between “reflection in” and “on” action. Using the concept of secondary (digital) habitus, the article argues that such settings can initiate long-term transformations in teachers’ musical and pedagogical orientations.