Music and Music Education: Theory and praxis for ‘making a difference’

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    Abstract

    The ‘music appreciation as contemplation’ paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of advocacy attempts to justify music education. Praxial theories of music, instead, see music as pragmatically social in origin, meaning, and value. A praxial approach to music education stresses that appreciation is seen in use; thus, it seeks to ‘make a difference’ that students and society find musically noteworthy.
    Original languageEnglish
    JournalEducational Philosophy and Theory
    Volume37
    Issue number1
    Pages (from-to)7-27
    Number of pages21
    ISSN0013-1857
    DOIs
    Publication statusPublished - 2005
    MoE publication typeA1 Journal article-refereed

    Bibliographical note

    Re-published as: Music Education for the New Millenium: Theory and Practice Futures for Music Teaching and Learning. Blackwell, 2005

    Fields of Science

    • 516 Educational sciences

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