Music educators for too long have relied upon "aesthetic education" as the sole rationale for including music in the overall curriculum. Music education is really about music making; it is a social process that is of value because it helps students learn about discipline, attachment to social groups, and autonomy. Music educators must provide concrete, defensible rationales to curriculum planners as to why their discipline should be included in the curriculum. This inclusion must be grounded in the values of music as they apply to the goals of the school and education as well as the goals of the music itself. A list of 29 references is included. (DB)