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William C. Hartshorn’s “integrity in Music Education” (1959) all played a key role in shaping the past and present theories of music education. Harts-horn, who seems to be the most deliberate in his argument about the pur-pose of music education, states this in the opening paragraph of his article:
The article argues that the fundamental challenge is to focus music education on involved “listening” rather than overhearing, to devote musical instruction to developing the capacity to respond to music in the richest possible way, whether as performer, creator, or audience member.
This article introduces the field called “the philosophy of music education,” or music education philosophy (MEP). The philosophy of music education is a relatively young field, with many music educators unaware of its existence, not to mention its nature and values.
Jan 27, 2022 · Abstract. Understanding music and musical meaning is a central question in various domains such as philosophy, anthropology, social sciences, semiotics and music education. Discover the world's...
This section includes a review of historic rationales for music education; second, music in contemporary society and its relationship to music education; and finally, discussion of an idea for music education in the twenty-first century. By way of a preview, the paradigm revisits an issue that has existed throughout most of the twentieth century.
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music.
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Apr 1, 2012 · Music matters: A new philosophy of music education. New York: Oxford University Press.
