THE HISTORICAL DEVELOPMENT OF MUSIC

Through this time influences from the west to the east merged into the pre-Christian music of the Greeks and
later the Romans.
Lit was Pope Gregory (540-604 AD), who is credited with moving the progress of sacred music forward and
developing what is now called Gregorian Chant, characterizes by the haunting sound of the open, perfect fifth.

RENAISSANCE PERIOD
The Renaissance (1450 – 1600) was a golden period in music history. Freed from the constraints of Medieval
musical conventions the composers of the Renaissance forged a new way forward.
Josquin des Prez is considered to be one of the early Renaissance composers to be a great master of the
polyphonic style, often combining many voices to create elaborate musical textures.
Instruments developed in accordance with the composer’s imaginations. A full gamut of wind, brass and
percussion instruments accompanied the Medieval music, although it is still the human voice that dominates
many of the compositions. Towards the close of the high medieval period, we find the emergence of
instrumental pieces in their own right which in turn paves the way for many musical forms in the following
period
Composers: Later Palestrina, Thomas Tallis and William Byrd build on the ideas of des Pres composing
some of the most stunning motets, masses, chansons and instrumental works in their own right.
Modality - was firmly established as a basis for all harmony, and although strict rules governing the use
of dissonance, the expressive qualities of Renaissance music is virtually unparalleled.

RENAISSANCE MUSICAL INSTRUMENTS

The shawm, The Dulcian, The Trumpet
The shawm - Has a conical bore, only wider it has 7 to 8 finger holes At the end of the bore is a large ball was
mostly used in outdoor ceremonial events
The Dulcian - The dulcian is a predecessor of the shawm a precursor of the bassoon dulcians are easier to
transport than the shawm due to its smaller size Dulcians produce sound that is less piercing than the shawm
The Trumpet - the most commonly used is the B flat trumpet There is also the C, D,E flat and piccolo trumpet

BAROQUE PERIOD
The Baroque Period (1600-1760), houses some of the most famous composers and pieces that we have
in Western Classical Music. It also sees some of the most important musical and instrumental developments.
Italy, Germany, England and France continue from the Renaissance to dominate the musical landscape, each
influencing the other with conventions and style.

Composers: Amongst the many celebrated composers of the time, G F Handel, Bach, Vivaldi and Purcell
provide a substantial introduction to the music of this era.
It is during this glittering span of time that Handel composes his oratorio “The Messiah”, Vivaldi the “Four
Seasons”, Bach his six “Brandenburg Concertos” and the “48 Preludes and Fugues”, together with Purcell’s
opera “Dido and Aeneas”.
Instrumental music was composed and performed in tandem with vocal works, each of equal importance
in the Baroque. The virtuosity that began amongst the elite Renaissance performers flourished in the Baroque.
Consider the keyboard Sonatas of Domenico Scarlatti or the Concertos that Vivaldi composed for his student
performers. This, in turn, leads to significant instrumental developments, and thanks to the aristocratic support
of Catherine Medici, the birth of the Violin.
VENICE AND THE OPERA
In 1573, a group of musicians and intellectuals came together to discuss various subjects his group of
individuals are known as the “Florentine Camerata.The composer Claduio Monteverdi was an important
contributor, especially his opera “orfeo”; the first opera to gain public welcome.
Violin - In Europe, the earliest four stringed violin was used in the first part of the century Fairly easy to start
learning mostly suitable for children 6 years and older
Viola - The first violas are believed to have been made in the 15 th century during the 18th century, it was used to
play the part of the cello. An important member of a string ensemble it is tuned a fifth lower than the violin It’s
functions as the tenor instrument in a string ensemble the viola has become an integral part of every string
ensemble
Double Bass - In 1516 there was an illustration closely resembling that of a double bass.It is like a huge cello
and is played the same way the double bass isn’t as popular as other string instruments but is essential inmost
kind of ensemble especially jazz bands.
The Harp - It is surprisingly easy to start not a lot of people play the harp Even finding a teacher a teacher may
be difficult one of the most beautiful sounding instruments
CLASSICAL PERIOD - From the Baroque, we step into the Classical Period (1730-1820). Here Haydn and
Mozart dominate the musical landscape and Germany and Austria sit at the creative heart of the period. From
the ornate Baroque composers of the Classical period moved away from the polyphonic towards the
homophonic, writing music that was, on the surface of it at least, simple, sleek and measured.

One key development is that of the Piano. The Baroque harpsichord is replaced by the early piano which was a
more reliable and expressive instrument. Mozart and Haydn each wrote a large number of works for the Piano
which allowed for this instrument to develop significantly during this period. Beethoven forms a link between
the classical and romantic period he was writing music in both
Chamber music alongside orchestral music was a feature of the Classical Era with particular attention drawn
towards the String Quartet. The orchestra itself was firmly established and towards the latter end of the period
began to include clarinets, trombones, and timpani.

Style Galant - A simple yet more direct style of music, Middle class also appropriate less complicated and easy
to understand
Sentimental Style - This style was adopted by composers reflected feelings and situations experience in daily
life new music styles of classical period and it had simpler harmony and clearer tonality
Piano - Bartolomeo Cristofori created around 1709 in Florence Changes in his early invention became the basic
of the modern piano very popular in the mid- 18th century

ROMANTIC PERIOD - As the Classical era closed Beethoven is the most notable composer who made such a
huge contribution to the change into the Romantic Era (1780 – 1880). Beethoven’s immense genius shaped the
next few decades with his substantial redefining of many of the established musical conventions of the Classical
era. His work on Sonata form in his concertos, symphonies, string quartets and sonatas, goes almost unmatched
by any other composer.
The Romantic era saw huge developments in the quality and range of many instruments that naturally
encouraged ever more expressive and diverse music from the composers. Musical forms like the Romantic
orchestra became expansive landscapes where composers gave full and unbridled reign to their deepest
emotions and dreams. Berlioz in his “Symphonie Fantastique” is a fine example of this, or later Wagner in his
immense operas. The symphonies of Gustav Mahler stand like stone pillars of achievement at the end of the
Romantic period alongside the tone poems of Richard Strauss. The Romantic period presents us with a vast
array of rich music that only towards the end of the 19th Century began to fade. It is hard to conceive of what
could follow such a triumphant, heroic time in musical history but as we push forward into the 20th Century the
musical landscape takes a dramatic turn. Echoes of the Romantic Era still thread through the next century in the
works of Elgar, Shostakovich and Arthur Bliss, but it is the music from France we have title impressionism that
sparkles its way into our musical consciences.
Debussy and Ravel are key exponents of this colorful movement that parallels the artwork of Monet and
Manet. What we hear in the music of the impressionists harks back to many of the popular forms of the
Baroque but in ways that Bach is unlikely to have foreseen. Both Ravel and Debussy composed extensively for
the piano using poetry for inspiration. Their orchestral works are amongst some of the most beautiful and
evocative pieces ever written.
THE TWENTIETH CENTURY (1900-2000)
 The 20th century is a slightly ambiguous term as there are many different types of music which come
under the heading of 20th century. (Though this is the case with all different periods of music, it is more defined
with the 20th century)
During this period of musical history, composes started to divorce with the prior structures and features
of romanticism and became increasingly experimental. Some key forms of 20th century music. Minimalism,
Serialism, Neoclassicism, Aleatoric music (Music by chance), 20th Century based music There are also very
many other different types of music in this period these are just some of the key features.
Composers: Arnold Schoenberg, John Cage, Claude Debussy.

THE ORIGIN AND THEORIES OF MUSIC

Music is a fascinating topic for evolutionary theory, natural philosophy, and narrative construction:
music is highly valued feature of all known living cultures, pervading many aspects of daily life, playing many
roles. And music is ancient. The oldest known musical instruments appear in the archaeological record from
40,000 years ago (40 Kya) and from these we can infer even earlier musical artefacts/activities, as yet
unrepresented in the archaeological record.
The oldest known musical instruments are the flutes (pipes) from the Swabian Jura in southwestern
Germany (specifically, Hohle Fels, Vogelherd, and Geißenklösterle); see e.g., Figure 1. Most of these are made
from bird bone (predominantly vulture radius or ulna; also swan bone); a few from mammoth ivory.
Replica of an Upper Palaeolithic Flute from Geibenklosterle
It was around this time – 40 Kya – that Cro-Magnon human arrived in Europe; it appears that
they brought the Africa.
One of the oldest flutes so far discovered (in 2008 in Hohle Fels and reconstructed from fragments.
Made from a griffon vulture (Gyps fulvus) radius: the preserved portion of the flute, which researchers
presume is virtually the complete item, is 21.8 cm long, with a diameter of 0.8 cm. The body of the flute
has been scraped smooth and finger-holes created from thinned-out concave depressions, pierced with
the use of a tool.
Central African ivory horn
One that might be unmodified but for (say) a puncture for use as a blow-hole. Moreover, recently some
theorists have conjectured those materials such as Ecklonia maxia – a kelp common in many areas of Africa.An
excellent survey and inventory of prehistoric musical instruments so far unearthed by archaeologists, including
104 bird-bone and ivory flutes,15 as well as pierced reindeer-foreleg phalanges (i.e., alleged whistles) and other
proposed sound-producers such as bullroarers and various forms of struck percussion such as rasps
African musical bow ( Obubra , Nigeria ), using the mouth as a resonator
Ancient humans were certainly capable of creating musical technologies well before they currently
appear in the material record. It is a striking fact, in my view, that even the oldest known flutes demonstrate
such an investment of time, energy and resources. Consider the oldest known mammoth-ivory flute. Dated to
around 40 Kya. Compared to bird bone, the production of flutes from ivory requires greater skill, precision
work and effort. Vulture and swan radius and ulna are naturally hollow and already an appropriate size, as well
as being light, sturdy and thus easier to craft in comparison to ivory which is oversized, layered, and tough to
work
Three musician , from the tomb of Nakht , located in the Theban Necropolis , on the west bank of the
Nile at Thebes ( Present -day Luxor, Upper Egypt)
Tombs and temple walls (for examples, see Figures 4 and 5) depict musical scenes including of singers,
harpists, flautists, players of reed wind-instruments, lute and lyre players, drum and tambourine players, small
groups of performers, clapping/dancing females, often accompanying processions or providing music at public
feasts. One relief shows a woman beating a tambourine in an effort to startle birds out from the undergrowth.
Musicians and dancers, from the tomb of Nebamun , located in the Theban Necropolis on the west bank
of the Nile at Thebes ( present day Luxor ,Upper Egypt)
Relics show flautists performing in the fields at barley harvest, and pairs of stick-beaters performing at
grape harvest. Relics reveal a “pressing the grapes” dance that one must assume was accompanied by music or
singing. A fragment tells of fisherman songs, another of music accompanying oarsmen, presumably to
encourage rhythmic rowing as well as to keep up spirits
Bronze chime-bells of the tomb of Marquis Yi of Zeng, located in Suizhou, in northern Hubei Province,
China
The Ancient Greeks and Romans left much evidence of a pervasive, well-developed, fully musical
culture (Bundrick, 2005), including orchestras, choruses, and soloist music. The music archaeological evidence
(including physical remains of musical instruments, images of musicians
Music lesson painting on Ancient Greek vase, dated to around 510 BCE. The teacher is on the right; the
student on the left; between them a boy narrates a text. From Vulci, about 80 km northwest of Rome
Writings about music and musicians) for Ancient Greece and Rome surpasses that of Ancient Egypt
(see, e.g., Burkholder, Grout, & Palisca, 2014). Lutes, lyres, and harps all feature, with instrument categories
branching into more distinct sub-categories (West, 1992). For example, West distinguishes Ancient Greek box
lyres from bowl lyres, and further distinguishes both of these from “unknown type” lyres. The aulos, a reed
wind instrument often played in pairs, is depicted in art.

Left-hand panel of the Ludovisi Throne: musician playing twoAuloi, dated to around 460 BCE. Set in
Thasian marble and of Western Green origin. Discovered in the Villa Ludovisi, Rome
In Politics, Aristotle considers the importance of music in youth training, emphasizing its reputation as a
practice that builds character, affords amusement and leisure, and cultivates the mind (Aristotle, 1959). Plato
shares similar sentiments about the importance of musical training in The Republic, and includes music as an
obligatory aspect of education in his ideal state. For Plato, Musical training is a more potent instrument than any
other, because rhythm and harmony find their way into the inward places of the soul, on which they mightily
fasten, imparting grace, and making the soul of him who is rightly educated graceful
Musicians playing a water organ and curved trumpet/horn. Roman mosaic, from Nenning, Germany.
Depicts two musicians, one an organ player, providing the music at a Gladiator match.

MUSIC AS AN ART – FUNCTIONS OF MUSIC

Music as an art

- An art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm,
melody and harmony.
- Music is an important ingredient in our lives. Its value depends on our purposes, whether for celebrations,
rituals, rites, and/or special occasions.

8 FUNCTIONS OF MUSIC

Aesthetic
 It provides a sense of achievement, happiness and satisfaction.
 It is very personal and intimate. No two listeners have equally the same emotional response.
 Its melody, rhythm, tone color, lyrics, and harmony are a unique experience.

Emotion Appeal
 It helps in the release of emotions and in the expression of one's feelings through the lines of a song
or the melodic movement of an instrumental piece.
Nationalistic Fervor
 It is an effective means to develop nationalism, strengthen national discipline, and transmitting
cultural values, history and oral traditions.
 It facilitates understanding other cultural values.

Artistic Forms and Academic Discipline

  It is used to convey ideas.
 It elevates the level of artistry of performers.

Medium between God and People

 It is used to communicate with God.
 It is used to glorify and worship the Supreme Being.

Comparison in work
 It keeps workers inspired to do their best in their tasks.

A form of Entertainment
 It provides entertainment for different occasions, celebrations, and programs.
 It helps to uncover musical talents.
 It allows appreciation of musical skills.

Tool of Marketing
 It promotes products new in the market.

THE OBJECTIVES OF MUSIC EDUCATION

Objectives of Music Education

 Enrich life experiences through observation, exploration, discovery, cooperation, and participation.
 Discover creative potentials through singing, listening, paying, moving, reading, and creating.
 Enhance visual and aural perception for aesthetic and intellectual value judgment.
 Utilize music as an outlet for once feelings.
 Gain acquaintance with music of different countries.
 Develop fellowship for universal communication and social cohesion.
 Awaken interest in global culture.
 Development nationalistic spirit in adapting Philippine music.
 Gain familiarity with the different styles of Philippine songs, dances, festivals, and musical instruments.
 Involve communication participation for harmonious school community relationship

THE TEACHER AND THE MUSIC EDUCATION

Music education is a field of practice in which educators are trained for careers as elementary or secondary
music teachers, and school or music conservatory ensemble directors.
Music education touches on all learning domains, including the psychomotor domain (the development
of skills), the cognitive domain (the acquisition of knowledge), and, in particular, the affective domain (the
learner's willingness to receive, internalize, and share what is learned), including music appreciation and
sensitivity.
The function of teachers is to help students learn by imparting knowledge to them and by setting up a
situation in which students can and will learn effectively.
7 Important Characteristics of an Excellent Music Teacher
1. They have a genuine love for music -This characteristic is a must-have for music teachers of all
disciplines.
2. They show a high degree of patience. - To be an effective music teacher, one must be people-oriented,
possess emotional intelligence and have a large capacity for patience.
3. They know the value of fundamentals - Excellent music teachers never forget the importance of the
fundamentals.
 4. They get to know their students. - As all children are different, they will all respond differently to
music lessons; An excellent music teacher knows that practicing music is a lifelong pursuit.
5. They communicate well. Music is full of complex concepts that can be difficult to explain.
6. They know that if they’re doing the job right, they’ll eventually no longer be needed. - The ultimate
mark of a truly excellent music instructor is someone who is working toward the goal of rendering him
or herself obsolete in a student’s musical journey.

ROLES OF A MUSIC TEACHER

A music teacher comes with many different tasks and responsibilities. Including:

1. Planning lessons and assessments. - The process by which teachers combine their understanding of
their particular teaching situation, methodology, and curriculum goals is known as lesson preparation.
2. Teaching and engaging students. - Students are less likely to become disinterested in what they are
taught when they are actively participating in the learning process.
3. Tutoring individual students.
4. It gives students the chance to form wholesome connections, receives guidance, and have conversations 
that are tailored to their particular learning experiences.
5. Leading student concerts and performances. It is to recognize the outstanding accomplishments of
our students over the course of the year.
6. Consulting with parents. Parent-teacher conferences have been the main forum for communication
between teachers and parents. These conferences are crucial for strong relationships between the two
parties who are chiefly concerned with a child's academic and personal development.
7. Teaching general styles of music. - A lot of different genres of singing and different instrument are being
taught.
8. Teaching classical piano, practical, and theory. - Teaching not just one piece of the song but also
teaching how to read notes and make allegro of the songs.
9. Teaching singing to students from beginner to advanced level. Students need to be taught the right way
of singing.
10. Incorporating musical instruments and movement in lessons. - To be able to make the performance
lively, we need to add movements within singing or playing instruments, and especially facial expression
that will make the music more appreciable and gives a deeper meaning.
11. Inspiring and motivating students to extend themselves to after-school music clubs. - To be able for
students to continue pursuing music, it is important for them to stay inspired and motivated.

THE LEGAL BASIS OF MUSIC EDUCATION IN THE PHILIPPINES

The increasing importance given to music education was reflected in the passage of R.A. 4723 (Music Law).
Enacted in 1966, the Music Law was the first legislative Act in the history of the country to directly benefit
school music education. The law envisioned the upgrading of Philippine Musical Culture through the
improvement of Music instruction on the elementary and secondary school levels of both public and private
schools. The second Republic Act that has benefited Music education is R.A. 5523. Enacted in 1968, this law
created a various school division position. Because of this law music is concerned many teachers to have
advance studies of music here and abroad to qualify for positions that call for their skills and talents as a
teacher, instructors or professors of music in different schools in the Philippines, either private or public.

Republic Act No. 4723

AN ACT GIVING IMPORTANCE TO THE TEACHING OF MUSIC IN THE CURRICULA OF
ELEMENTARY AND SECONDARY SCHOOLS, AND APPROPRIATING FUNDS THEREFOR.
 In many public schools, music education programs are being terminated, due to budget cuts and
governmental program reforms; while some believe that the arts are secondary to courses such as math and
science, it has been proven that musical education helps students to improve skills such as project management,
team building, effective time management, leadership, cooperation and collaboration.

The Most Common Arguments Against Music Education

It is a universally held belief that everyone has the right to his or her own views and beliefs. People have
been debating and arguing on just about everything, for as long as we have been alive. In fact, our current
culture has been a strict supporter of this very freedom. Right now, a popular topic under fierce discourse, is
whether to allow music to be taught. The popular stance is that music education is not a necessity, should
strictly be for entertainment, and is an altogether frivolous enterprise. But, practically everyone enjoys listening
to music, right? So why all the fuss over something that’s enjoyed by so many? The bottom line is more about
the value of music versus practicality of music.

1. Music Programs Cost a lot of Money - Our public schools are struggling for funding for even the most
basic needs like textbooks and paper. So they are getting rid of programs that aren’t deemed necessary.
More than ever, people are cutting corners to make budget cuts work and unfortunately music is on the
top of that list.
2. Music is Just a Distraction from Academics - A surprising amount of people hold the opinion that
music is ‘just noise’ and inessential to performing well in school. Claims that students waste too much
time on practicing, or the time spent on music trips takes
3. Music is not a Legitimate Career or Hobby - Venturing onto a path related to music can be a rocky
road full of people telling you it just isn’t a realistic endeavor. A lot of us are discouraged away from music
at an early age.

PHILIPPINE HISTORY OF MUSIC

The Philippines is located in Southeast Asia and is an incredibly diverse nation in terms of language, religion,
ethnicity and geography. The Philippines is the third largest English-speaking country in the world with a
population of more than 90 million people and an annual growth rate of around 2%, making it one of the most
populous and fastest growing countries on Earth. Ethnically, the Philippines is a melting pot. The Filipino is
basically of Malay stock with a sprinkling of Chinese, American, Spanish and Arab blood. More recent
immigrant groups also live in the country, including the Spanish, Chinese, American and Latin American
people. A long history of Western colonial rule, interspersed with the visits of merchants and traders, evolved a
people of a unique blend of east and west, both in appearance and culture. The official languages of the
Philippines are Filipino and English (Szczepanski, 2012).
Each country has its own kind of music that embodies the total experience, the collective consciousness of its
people. Music, therefore, is the collective expression of the musical genius of a particular people. Such is the
case of Philippine music which today is regarded as a unique blending of two great musical traditions – the East
and the West. Being innately musical, the Filipinos, from the earliest to contemporary times, have imbibed these
traditions and have woven their musical creations along these mainstreams’ musical thoughts. Through time,
Philippine society has witnessed the evolution of music expressed in different forms and stylistic nuances. A
people gifted with a strong sense of musicality; the Filipinos turn to music to express their innermost feelings.
Hence, every song they sing, every instrument they play, every piece of music they make is a direct, almost
spontaneous reflection of their hopes and longings, frustrations and fulfillment, and failures and triumphs.
Philippine Music is divided into four eras or traditions, namely the Ethnic, Spanish Colonial, American Colonial
and Contemporary tradition. The majority of Philippine Music revolves around cultural influences from the
West, due primarily to the Spanish and American rule for over three centuries. Oriental (ethnic) musical
backgrounds are still alive, but mainly thrive in highland and lowland barrios where there is little Western
influence (Pantig, 2007).

Plato said, 'Music is a moral law. It gives soul to the universe, wings to the mind, flight to the
imagination…' As a music teacher, you have a unique opportunity to inspire students.
Why is Music Education in Schools Important?
Music education is important in our schools.  And yet, it seems these days, it is being offered less and less in
many school systems. Unfortunately, many schools have begun to exclude music from their curriculums to
make room for other subjects.
Music is an extremely important subject for all children to learn and can lead to better brain development,
increases in human connection, and even stress relief. As music is removed from schools, children will no
longer receive these benefits unless they enroll in private lessons, which is much too expensive for some
families to afford.

Here are five reasons why music education in schools is important:

1) Music stimulates brain development in children
Various studies have found that engagement with music can lead to an improvement in brain development in
children. A study at Northwestern University found better neural processing in students who played a musical
instrument when they were compared with students who simply listened to music. When compared with
students who didn’t take any music lessons, musically-engaged students had more improvements in IQ subtests,
index scores, and a standardized measure of academic achievement
Music education is also a great way to enhance reading comprehension abilities in children. Another study,
which was also conducted at Northwestern University, found that students who actively participated in music
classes had better speech processing abilities along with higher reading scores than children who weren’t
involved.
2) Music is a way to connect with other people
Music education is also important because it will give students a way to connect with other people. Children are
naturally very social, and it’s important to encourage them to build relationships by providing them experiences
to share with each other. 
You can also connect to your listeners through your voice, your songs, and what your song want to say because
it express your feelings.
3) Music integrates many different subjects
Another reason music education is so important is that it integrates so many different subject areas all at once.
Not only will music education allow children to develop their musical skills, it will also give them the
opportunity to work on their math skills, reading and writing skills, science skills, and history knowledge.
4) Music teaches discipline
Music will also teach children to develop time management skills and discipline. If students are expected to
learn their instruments and practice outside of school, then they will develop the ability to create a practice
schedule.  They will be able to balance every other activity they have going on in their lives. Learning discipline
and time management from a young age will have countless benefits on a child’s future. For example, if a child
develops discipline in elementary school, they will be much more able to balance the workload they’ll receive
in high school
5) Music can relieve stress
Finally, music is an excellent way to relieve stress.  This is significant for students who may feel overwhelmed
by schoolwork and try to balance extracurricular activities.

PHILOSOPHIES OF MUSIC EDUCATION

What is Philosophy of Music Education?

- A philosophy of music education refers to the value of music, the value of teaching music, and how
to practically utilize those values in the music classroom.
“The degree we can present a convincing explanation of the nature of the art of music
and the value of music in the lives of people, to that degree we can present a convincing picture of
the nature of music education and its value for human life.” - Bennet Reimer

3 PHILOSOPHIES OF MUSIC EDUCATION

 THE UTILITARIAN PHILOSOPHY OF MUSIC EDUCATION
 THE AESTHETIC PHILOSOPHY OF MUSIC EDUCATION
 THE PRAXIAL PHILOSOPHY OF MUSIC EDUCATION

THE UTILITARIAN PHILOSOPHY OF MUSIC EDUCATION

- The Utilitarian Philosophy is centered around the idea that music education is practical.

KEY IDEAS:
1. Music serves a function. It is a tool we can use to achieve a purpose. - Advocacy to show how strong music
programs are related to strong academic performance.
2. Music serves a non-musical outcome - The utilitarian music philosophy promotes music for the purpose of
achieving an outcome outside the musical realm.

THE UTILITARIAN MUSIC PHILOSOPHY IN ADVOCACY:

Music is
Math LangUage HiStory ReadIng SCience

THE AESTHETIC PHILOSOPHY OF MUSIC EDUCATION

- The Aesthetic philosophy of music education is centered around the idea that music expresses
emotion.
Key Ideas:
1. Music for music’s sake - students should engage in developing musical skills and understanding.
2. Feelings-based experiences - when we hear music, we’re engaging in a feelings-based experience, we
are studying expressive sonic properties that convey an emotional message.
3. High-quality musical products - musical product is the vehicle we use to have these feelings-based
experiences.

THE AESTHETIC PHILOSOPHY IN ADVOCACY: - Followers of this philosophy would explain that
music is an essential part of a child’s education because emotional and aesthetic education are essential to the
human experience. When we study music, we form self-knowledge and gain deeper access to our emotional
lives. This kind of education that promotes an understanding of beauty, emotion, and expression is only possible
through music.
THE PRAXIAL PHILOSOPHY OF MUSIC EDUCATION - The Praxial philosophy of music education is
centered around the idea that music both artistic and social.

KEY IDEAS:
1. Music is the actualization (praxis) of a person’s belief systems and motivations. - The practice -
improvise, listen, perform, compose, arrange, or conduct - of music is where the value of music
education lies. At their core, these are human activities.
2. Music is both a process and a product - “Music” is the thing we output as a complete work (product).
Think about our description of “a piece of” music. It is also something we do, a process we experience,
whether listening, performing, composing, arranging, or conducting.
3. Music lives in a cultural and social context - Across cultural and historical contexts, music has meaning.
THE PRAXIAL PHILOSOPHY IN ADVOCACY:
Music is worthy of study because human thoughts, voices, beliefs, and actions are worthy of study.
When we study music, we teach students to become holistic problem-solvers, thinkers, and artists as they
explore the process of musicing, and celebrate the resulting product.