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

    Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

    Abstrakti

    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.
    Alkuperäiskielienglanti
    LehtiEducational Philosophy and Theory
    Vuosikerta37
    Numero1
    Sivut7-27
    Sivumäärä21
    ISSN0013-1857
    DOI - pysyväislinkit
    TilaJulkaistu - 2005
    OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

    Lisätietoja

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

    Tieteenalat

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