Music Education Philosophy: Changing Times

2002 ◽  
Vol 89 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Marie McCarthy ◽  
J. Scott Goble
Keyword(s):  
Music Education ◽  
Education Philosophy ◽  
Changing Times

Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110495
Author(s):  
Julie Myung Ok Song
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teaching Practice ◽  
Music Teacher ◽  
Constructive Feedback ◽  
Education Philosophy ◽  
Stage Process ◽  
Pedagogical Approaches

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.

The Evolution of Music Education Philosophy from Utilitarian to Aesthetic

1982 ◽  
Vol 30 (1) ◽  
pp. 15-21 ◽  
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.

scholarly journals Co-constructing an intercultural professional learning community in music education

2021 ◽  
Vol 2 (1) ◽  
pp. 161-186
Author(s):  
Vilma Timonen
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Theoretical Concept ◽  
Music Teacher ◽  
Participatory Action ◽  
Changing Times ◽  
Collaborative Activities

This participatory action research aims to contribute to a better understanding of the advantages and complications involved in intercultural educational development work in the field of music education. The inquiry focuses on Finnish and Nepali music educators’ collaborative activities in the period 2013–2016 aimed at establishing a music teacher education program in Nepal. The collaboration is examined through the theoretical concept of a professional learning community (PLC). Particular interest is placed on illustrating the nature of the professional learning that took place for the participating teachers during the development of the intercultural PLC. The findings point towards recognizing the importance of supporting systematic collaborative operational models within and between institutions, as they hold the potential for constructing reflective, ethically engaged, and diversity-aware music education – the kind of education that is needed in these rapidly changing times.

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