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Boyce-Tillman, June – Philosophy of Music Education Review, 2000
Examines the way education in the United Kingdom is organized around the idea of passing on received wisdom, suggesting education is for life. Presents a model of the musical self to examine a range of musical experiences within the music curriculum. (CMK)
Descriptors: Acculturation, Creativity, Emotional Experience, Foreign Countries
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Reimer, Bennett – Philosophy of Music Education Review, 1997
Concentrates on the role verbal language plays in relation to music listening, or "knowing within" music. Discusses three different forms of knowledge (episteme, phronesis, and aisthesis) that are inherent in language and the musical listening experience. Expounds that knowledge by aisthesis depends on one's ability to perceive the…
Descriptors: Educational Philosophy, Higher Education, Language, Listening Skills
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Humphreys, Jere T. – Philosophy of Music Education Review, 1998
Addresses some historical reasons why music education historiography developed the way it did and discusses the role of musicology as a link between historiography and music education historiography. Argues that historical researchers in music education have been directed more by the traditions of historical research than by values-driven…
Descriptors: Educational Change, Educational History, Educational Philosophy, Higher Education
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Boyce-Tillman, June – Philosophy of Music Education Review, 1997
Gives an overview of the nine current models in multicultural music education. Discusses and critiques an intercultural, or tree, model that offers the possibility of comparison of performing and composing in a variety of styles. Explains that the tree model also suggests a way of looking at and comparing various musical cultures. (CMK)
Descriptors: Cross Cultural Studies, Cultural Awareness, Multicultural Education, Music Education
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O'Loughlin, Marjorie – Philosophy of Music Education Review, 1997
Outlines Australian Aboriginal perspectives, groundedness in particular, on life and the world around them. Shows the need for adopting Aboriginal conceptions and ideology in western industrialized societies enabling those cultures to experience the textures of life. Emphasizes the role of listening as a way for other cultures to adopt Aboriginal…
Descriptors: Art Education, Cultural Awareness, Cultural Differences, Foreign Countries
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Davis, James A. – Philosophy of Music Education Review, 1997
Attempts to begin a process of pedagogical self-evaluation by considering how David Hume's Is-Ought fallacy can serve as an instrument with which to evaluate the content presented in a given teaching situation. Investigates the Is-Ought fallacy through an in-depth examination, and relates it to specific pedagogical issues in music education. (CMK)
Descriptors: Aesthetic Values, Content Analysis, Ethics, Instruction
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Regelski, Thomas A. – Philosophy of Music Education Review, 1998
Discusses how the outgrowth of the praxial philosophy in music education is misunderstood and has led to a lack of informed dialogue on the differences between praxis and philosophical bases for music education. Presents an interpretation of Aristotle's idea of praxis and considers praxis in terms of implications for music education. (CMK)
Descriptors: Aesthetics, Applied Music, Educational Philosophy, Group Experience
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Reimer, Bennett – Philosophy of Music Education Review, 1995
Utilizes critical reaction to the book, "A Philosophy of Music Education," as a framing device to discuss feminist theory and music education philosophy. Maintains that critical criteria drawn from a specific political agenda, and applied to apolitical subjects, accomplishes little more than politicized rhetoric. (MJP)
Descriptors: Cultural Influences, Educational Discrimination, Educational Environment, Educational Objectives
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Rainbow, Bernarr – Philosophy of Music Education Review, 1995
Attempts a deeper understanding of, and justification for, music education by concentrating on its application in two historic periods. Contrasts the utilitarian approach of Greek civilization with the religious and liturgical concepts of the Medieval period. Asserts that historical awareness is an integral component of music education. (MJP)
Descriptors: Aesthetic Values, Choral Music, Cultural Background, European History
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