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Aesthetic versus Utilitarian Music Education Individual Impact Utility For Music's Sake Aesthetics: (Touted particularly 1960-1980) In Defense of Utility An Expression of Humanity 1. 2. Aesthetic Education the purposeful molding of man’s aesthetic attitude toward reality. The authors declare no conflicts of interest.Copyright © 2020 by authors and Scientific Research Publishing Inc.This work and the related PDF file are licensed under a.Grades and test scores are the traditional measurement of academic achievement.

The articles in this series have been adapted from a paper presented at the 1988 MENC national biennial in-service conference in Indianapolis.You can be signed in via any or all of the methods shown below at the same time.The email address and/or password entered does not match our records, please check and try again.New login is not successful because the max limit of logins for this user account has been reached.Login failed. By continuing to browse Chairman of the Music Education Department and director of the Center for the Study of Education and the Musical Experience at Northwestern University, Evanston, Illinois. The Aesthetic Experience substantially justifies teaching music education, because music, when taught through the Aesthetic Experience paradigm, affords students unique and valuable experiences beyond all other arts and sciences. 3, pp. For more information view the,I have read and accept the terms and conditions,View permissions information for this article,Click the button below for the full-text content,24 hours online access to download content,If you have an individual subscription to this content, or if you have purchased this content through.This site uses cookies. The Aesthetic Experience substantially justifies teaching music education, because music, when taught through the Aesthetic Experience paradigm, affords students unique and valuable experiences beyond all other arts and sciences. Elliott, D 1991, ' Music education as aesthetic education: A critical inquiry ', Quarterly Journal of Music Teaching and Learning, vol. Identifies two fundamental principals of aesthetic education. Quantitative improvements on standardized scores in Math/Science/Language are highly-coveted outcomes for meeting accreditation standards required for institutional program funding. All Rights Reserved. Studying music promotes self-disciplined powered by Disqus.Creative Commons Attribution 4.0 International License. Cites the publication of "Basic Concepts in Music Education," and "Foundations and Principles of Music Education," as the event which compelled music educators to seek guidance from aesthetics. 2, no. Showing measureable collateral value to other academic subjects—such as math—in order to justify music program funding is dubious.

The journal is a valuable resource not only to educators, but also to philosophers, art critics and art historians.Founded in 1918, the University of Illinois Press (www.press.uillinois.edu) ranks as one of the country's larger and most distinguished university presses. institution. Music improves health and promotes good citizenship. Bennett Reimer. To objectify the purpose of music education in terms of its influence on other subjects is to overlook aesthetic value. To recognize the benefits of music and the arts by aesthetic merit involves practical, holistic views of education … Bennett Reimer.

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.