NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 15 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Tan, Leonard – Philosophy of Music Education Review, 2016
In music education, thinking is often construed in terms of acquiring conceptual knowledge of musical elements. Research has found, however, that instrumental music educators have largely neglected conceptual teaching and learning. This begs the following questions: What is the nature of thinking in instrumental music education? How should…
Descriptors: Music Education, Philosophy, Thinking Skills, Music Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Abramo, Joseph – Philosophy of Music Education Review, 2014
Are there qualities of sound and the experience of listening that educators can extrapolate to inform the philosophy and practice of music education? In this essay, I imagine a music education where sound--how it behaves and how we experience it--serves not only as the subject of study, but generates the framework of the pedagogy. A sonic music…
Descriptors: Music Education, Epistemology, Music Techniques, Acoustics
Peer reviewed Peer reviewed
Direct linkDirect link
Tan, Leonard – Philosophy of Music Education Review, 2014
At present, instrumental music education, defined in this paper as the teaching and learning of music through wind bands and symphony orchestras of Western origin, appears embattled. Among the many criticisms made against instrumental music education, critics claim that bands and orchestras exemplify an authoritarian model of teaching that does…
Descriptors: Music Education, Democracy, Teaching Methods, Music Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Dale, Peter – Philosophy of Music Education Review, 2012
In recent years, researchers and theorists of music education have taken a stronger interest in questions of justice. Meanwhile, in educational research more broadly, there has been a simultaneous growth in efforts to bring deconstruction and the theories of Jacques Derrida to bear upon philosophies of education. One significant difficulty with…
Descriptors: Music Education, Music, Educational Research, Justice
Peer reviewed Peer reviewed
Direct linkDirect link
Strand, Katherine; Larsen, Libby – Philosophy of Music Education Review, 2011
This article represents conversations with the American composer Libby Larsen in which she described her beliefs about music, music education, and the dilemmas that our current system faces as we seek to provide relevant and meaningful music education to our students. Our conversation explores such topics as cognitive psychology, music theory,…
Descriptors: Music Education, Music, Cognitive Psychology, Music Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Huovinen, Erkki – Philosophy of Music Education Review, 2008
The article addresses the justification of music-structural claims, that is, any statements that assign a structure to a musical passage or a work. It is suggested that a theorist T is justified in making such a claim to the extent that (i) T is able to specify a rule that takes a given musical passage as its input and produces the claim as its…
Descriptors: Music, Music Education, Music Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Hoover, Maya – Philosophy of Music Education Review, 2005
In her paper, Louise Pascale encouraged a redefinition of the word "singer" and suggested ways to make it apply to a broader spectrum of people. The problem with the current definition, she believes, is that it is outdated and needs to be changed in order to better embrace the ideals of current society. Maya Hoover, responds by saying that in…
Descriptors: Singing, Aesthetics, Reader Response, Music Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Fung, C. Victor – Philosophy of Music Education Review, 2005
At the onset of the essay by Alerby and Perm, musicality is described as emotional or cognitive phenomena. In this response, Fung questions what role a psychomotor phenomenon plays in musicality. Alerby and Perm describe "motor knowledge" in the context of Merleau-Ponty's "maximum grip." Does this mean that "motor knowledge" or "maximum grip" in…
Descriptors: Music Appreciation, Music Education, Phenomenology, Reader Response
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Christine – Philosophy of Music Education Review, 2005
In this response, Brown finds solid points of agreement with Eva Alerby and Cecilia Perm, starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced…
Descriptors: Teaching Methods, Music Theory, Music Teachers, Music Education
Peer reviewed Peer reviewed
Direct linkDirect link
Stevenson, David – Philosophy of Music Education Review, 2004
David Stevenson's thoughts regarding Reichling's essay are offered in this article, and he begins his response by saying that Mary J. Reichling's essay regarding the three concepts, form, feeling, and isomorphism, is lucid, well structured, and aptly supported by research of other music education philosophers. He points out that Reichling states…
Descriptors: Music Education, Music Theory, Reader Response, Emotional Experience
Peer reviewed Peer reviewed
Palmer, Anthony J. – Philosophy of Music Education Review, 2000
Explores consciousness studies as a basis for music education philosophy. Examines five areas: (1) background on human consciousness; (2) consciousness as seen from two paradigms; (3) music viewed from a larger perspective; (4) importance of music education as reflecting real-life music making; and (5) critique of music education practice. (CMK)
Descriptors: Educational Philosophy, Educational Practices, Higher Education, Models
Peer reviewed Peer reviewed
Smith, F. Joseph – Philosophy of Music Education Review, 1995
Presents 44 entries from a modern composer and music professors' journal, culled from 1993 to the present. Includes comments and criticisms of composers and musicians, as well as philosophical and practical observations. (MJP)
Descriptors: Aesthetic Values, Auditory Perception, Choral Music, Cognitive Processes
Peer reviewed Peer reviewed
Humphreys, Jere T. – Philosophy of Music Education Review, 1998
Addresses some historical reasons why music education historiography developed the way it did and discusses the role of musicology as a link between historiography and music education historiography. Argues that historical researchers in music education have been directed more by the traditions of historical research than by values-driven…
Descriptors: Educational Change, Educational History, Educational Philosophy, Higher Education
Peer reviewed Peer reviewed
Regelski, Thomas A. – Philosophy of Music Education Review, 1998
Discusses how the outgrowth of the praxial philosophy in music education is misunderstood and has led to a lack of informed dialogue on the differences between praxis and philosophical bases for music education. Presents an interpretation of Aristotle's idea of praxis and considers praxis in terms of implications for music education. (CMK)
Descriptors: Aesthetics, Applied Music, Educational Philosophy, Group Experience
Peer reviewed Peer reviewed
Rainbow, Bernarr – Philosophy of Music Education Review, 1995
Attempts a deeper understanding of, and justification for, music education by concentrating on its application in two historic periods. Contrasts the utilitarian approach of Greek civilization with the religious and liturgical concepts of the Medieval period. Asserts that historical awareness is an integral component of music education. (MJP)
Descriptors: Aesthetic Values, Choral Music, Cultural Background, European History