An analysis of the aesthetic foundations of music education with recommendations for their implementation
Date
1982
Authors
Tompkins, Patricia Anne
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Description
The purpose of this thesis is to provide music teachers with a philosophical basis for music education that is rooted in aesthetic theory. Two major aesthetic viewpoints are presented: expression theory and formalism. A comparison of these two opposing philosophies of art provides the historical background for a discussion of the aesthetic theory of Susanne K. Langer. Langer's influence on the philosophical foundations of music education is evident in the literature at both the theoretical and practical levels. However, there is need of further application of her theory to music education. A model is presented which relates Langer's philosophy of art to the whole context of music education . It is designed to apply Langer's theory to six levels of musical development: awareness, imitation, development of skills, creativity, taste, and critical judgements. The musical aesthetic model also relates Langer's theory to the intellectual development of the child (Piaget), to stages of aesthetic development, and to various methodologies and curricula currently used by teachers in Canadian schools.