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

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review


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.
TidskriftEducational Philosophy and Theory
Sidor (från-till)7-27
Antal sidor21
StatusPublicerad - 2005
MoE-publikationstypA1 Tidskriftsartikel-refererad

Bibliografisk information

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


  • 516 Pedagogik

Citera det här