An analysis of the aesthetic foundations of music education with recommendations for their implementation

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dc.contributor.authorTompkins, Patricia Anneen_US
dc.date.accessioned2024-08-15T20:09:37Z
dc.date.available2024-08-15T20:09:37Z
dc.date.copyright1982en_US
dc.date.issued1982
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.descriptionThe 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.en_US
dc.format.extent152 pages
dc.identifier.urihttps://hdl.handle.net/1828/19926
dc.rightsAvailable to the World Wide Weben_US
dc.titleAn analysis of the aesthetic foundations of music education with recommendations for their implementationen_US
dc.typeThesisen_US

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