Reflections on Futures for Music Education Philosophy

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.

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The Evolution of Music Education Philosophy from Utilitarian to Aesthetic

Journal of Research in Music Education ◽

10.2307/3344863 ◽

1982 ◽

Vol 30 (1) ◽

pp. 15-21 ◽

Cited By ~ 8

Author(s):

Michael L. Mark

Keyword(s):

Music Education ◽

Common Factor ◽

Music Educators ◽

Religious Leaders ◽

Education Philosophy ◽

Societal Needs ◽

Evolution Of Music ◽

The Many ◽

Education And Society ◽

The Relationship

Throughout Western history, various philosophies of music education have been articulated by intellectual, political, and religious leaders. A common factor in the various philosophies is the relationship between music education and society. Since the middle of the 20th century, writers on music education philosophy have been mostly music educators, rather than societal leaders. They have, for the most part, abandoned the many historical justifications of the profession in favor of aesthetic philosophy. The utilitarian values of music education that have formed its historical philosophical basis have been rejected during the last 30 years because they have little to do with music. Music is now taught for the sake of music, and the link that has historically connected aesthetics with societal needs has been broken.

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