Bennett Reimer's "A Philosophy of Music Education" asserts that the nature and value of music education are determined primarily by the nature and value of music. Originally published in 1970 (with the third edition originally published in 2003), this text relates findings in the field of aesthetics to their implications for the practice…

This article views "Music Educators Journal" ("MEJ") and the hundred years of music education it has served through the lenses of the depth and breadth of music education at the present point in the profession's history. "MEJ" has been an important component in our depth of understanding of the nature and values…

Ambitious ideals are seldom achieved completely. Realistically, the criterion of success is not so much full accomplishment as satisfactory progress. The author urges music educators to pause now and then to consider their status in this regard. Are they moving ahead to fulfillment of their hopes in ways adequate to their compelling vision? Events…

This article presents Scott Shuler's "Five Guiding Principles for Music Education": (1) An education in "all" the arts is important for "all" students; (2) Independence--music literacy in the broadest sense--is necessary to lead a life enriched by music; (3) Independent music literacy can be defined as the ability to carry out the three artistic…

In this article, the author describes two events in his personal life that seem to him illustrative of why a person with his particular involvements might be regarded as somewhat off the center of commonplace images of the music education researcher. He assures the readers that these descriptions will be more than only of personal interest to him.…

Equity and justice are human constructs; the inventions of human imagination. They exist nowhere in nature, in which inequality--the root cause of inequity and injustice--is essential for survival. Our history as a race traces back some two million years, when survival had to trump justice, the latter being an historically recent conception. Music…

This article discusses the author's reflections about three aspects of his MENC-based writings that represent the major issues and dilemmas addressed in articles and books outside MENC. Here, the author focuses on the need for performance teaching in schools to be guided by philosophy and for philosophy to be applied to forging better practices.…

Why has music education needed to argue for its worth as part of schooling? Several answers have existed, attempting to demonstrate that music is more than "what comes naturally", that it deserves to be studied as all other school subjects are, and that its benefits require clear and thoughtful explanation. While valid, these answers focus…

Seldom has it been argued that philosophical issues should be addressed in all programs of music education intended to produce people who are, in any convincing sense, musically educated. In this article, the author argues that philosophical reflection relating to music and to the teaching and learning of music should be foundational in school…

In this article, the author shares his experience at the first rehearsal of the All City High School band of New York where he was placed as first chair clarinet, when he was a junior in high school in Brooklyn. Playing the clarinet solo, under the instruction of the band director, has made him reflect and deal once more with feeling. Here, the…

The author of "A Philosophy of Music Education" is interviewed regarding his views on recent criticism of aesthetic education, trends in music education, the lag between theory and practice, and the philosophy of music education. (KC)

Reviews the major trends and influences on music education in recent years, considers the current situation, and projects into tomorrow. (Editor)

How can a widely acclaimed benefit of music study (improved spatial/temporal reasoning) be incorporated without overwhelming musical values? By focusing on musical learning goals stipulated in the standards and graciously including some ancillary purposes, music educators can protect professional integrity while comfortably promoting beneficial…

In this paper, the author concludes that the lesson for music educators is that every musical experience that is offered to students affects their brains, bodies, and feelings. In short, it changes their minds permanently, and, if educators are conscientious, it does so progressively. Such a process is called "learning." That capacity to learn, to…