Education In Music Education

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In light of all of that has been discussed during the course of the essay, what are the implications for music education curricula, pedagogy and policy makers? In particular to aesthetic education the implications for curricular activities of audition, hearing, listening, appreciation, appraising and responding will mostly be queried. The ideas discussed question the rationales for music curricula at primary, secondary and tertiary levels but for the focus of this essay I will be examining primary level music. In general terms there are three major foci in arts education approaches; focus on skills development and performance, arts integration and interdisciplinary work and aesthetic education. However, they do not all exist in complete isolation.…show more content…
Greene quotes Louis Reid in Variations on a Blue Guitar when she says, ‘we have to somehow initiate [students] into what it feels like to live in music…’ (Reid 1969 as cited in Greene 2001b,…show more content…
It is to awaken to disclose the ordinarily unseen, unheard and unexpected. The arts [..] are on the margin, ‘and the margin is the place for those feelings and intuitions which daily life doesn’t have a place for and mostly seems to suppress’ ” (Maxine Greene Imagination, Oppression and Culture 28) Conceptions of aesthetic eduction pose many questions to us as music educators. For example, how do we ask questions that invite a new perspective on our world, allowing to see it as though through the eyes of a stranger? Aesthetic education also raises question on what we value in teaching and forces us to question why we mold those values. If teaching is about transmitting knowledge how do we connect it with the students’ lives? Is teaching about creating a situation in which students can come to develop their own ideas and surprise

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