At present, instrumental music education, defined in this paper as the teaching and learning of music through wind bands and symphony orchestras of Western origin, appears embattled. Among the many criticisms made against instrumental music education, critics claim that bands and orchestras exemplify an authoritarian model of teaching that does…

This paper examines how significant musical moments, occurring within singular contexts, may be performative to the development of community. While community is often viewed within music education as an unequivocal good, I argue that this result may not always be beneficent. In this paper, I look at one unique performative moment through the lens…

Anthony J. Palmer's paper continues an absolutely necessary discussion on the general education core curriculum for American undergraduate students. Initially, Palmer summarized the global conditions with which we are presently confronted. This discussion led him to the reexamination of the general education core at the undergraduate level. The…

Suggests that the role of music and music education in supporting culture is very powerful. Focuses on students learning about music as opposed to performance. Presents background information on historical developments in relation to early twentieth century musical avant-garde and music education. Discusses issues of multiculturalism with music…

Argues that there should be a broader definition of the history of music education by challenging the traditional focus of music education history. Believes that there are four alternative perspectives to the canon in music education: (1) African-Americans; (2) the female experience; (3) African-American women; and (4) music in oral traditions.…

Suggests that music is a psychic necessity that originates in the structure of the brain and is passed on genetically from one generation to the next. States that both the differentiations by culture and subculture and the human fundamental impetus to make music should be a part of music education. (CMK)

Discusses religious music as an extraordinarily rich resource supplementing multicultural education. Considers the divisive and problematic nature of some religious music, exemplified by a trio of Jewish students refusal to sing "St. John's Passion" because of alleged antisemitism in the text. Presents a concise overview of cultural theories…

Presents a fascinating comparison of the musical styles and respective theologies between an Anglican church service and a black fundamentalist service. Maintains that the Anglican service depends on a logocentric vision of the world, separating emotion from intellect. The black church exemplifies a more holistic, transcendent experience. (MJP)