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Aesthetic justifications for music e...

Paul, Stephen John.

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Aesthetic justifications for music education: A theoretical examination of their usefulness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Aesthetic justifications for music education: A theoretical examination of their usefulness./
Author:	Paul, Stephen John.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0382.
Contained By:	Dissertation Abstracts International50-02A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8908932

Aesthetic justifications for music education: A theoretical examination of their usefulness.
Paul, Stephen John.

Aesthetic justifications for music education: A theoretical examination of their usefulness. - 202 p.

Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0382.

Thesis (Ph.D.)--University of North Texas, 1988.

Justifications for music education have been studied only by examining historical trends in statements of aesthetic versus utilitarian values, and not from the perspective of evaluating the justifications' usefulness. A number of prominent writers in the music education field, while supporting aesthetic values as important for music education, have expressed doubts about the effectiveness of aesthetic justifications when used for convincing outsiders of the importance of music in the public school curriculum. These doubts, along with a preponderance of aesthetic justifications in the recent music education literature, led to the present study, which conducted a theoretical examination for the usefulness of aesthetic justifications for music education.Subjects--Topical Terms:

1017808
Education, Music.

Aesthetic justifications for music education: A theoretical examination of their usefulness.
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035 $a (UnM)AAI8908932
035 $a AAI8908932
040 $a UnM $c UnM
100 1 $a Paul, Stephen John. $3 1928884
245 1 0 $a Aesthetic justifications for music education: A theoretical examination of their usefulness.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0382.
500 $a Major Professor: Hildegard Froehlich.
502 $a Thesis (Ph.D.)--University of North Texas, 1988.
520 $a Justifications for music education have been studied only by examining historical trends in statements of aesthetic versus utilitarian values, and not from the perspective of evaluating the justifications' usefulness. A number of prominent writers in the music education field, while supporting aesthetic values as important for music education, have expressed doubts about the effectiveness of aesthetic justifications when used for convincing outsiders of the importance of music in the public school curriculum. These doubts, along with a preponderance of aesthetic justifications in the recent music education literature, led to the present study, which conducted a theoretical examination for the usefulness of aesthetic justifications for music education.
520 $a The study addressed three research problems, namely: (1) the attitudes of the clientele groups of the public schools in terms of their values toward music as a subject in the schools; (2) the attitudes of the groups within the music education profession in terms of their values for music in the public schools and for the profession itself; and (3) the likelihood that justifications based upon "aesthetics" as a system of values would be accepted by the groups both inside and outside the music education profession.
520 $a A philosophical-sociological perspective was chosen for the theoretical analysis because the problems of the study concern the manner in which values are accepted or rejected by groups of people. The particular sociological theory chosen combined the symbolic interaction theory of George Herbert Mead and the sociology of knowledge as described by Peter Berger and Thomas Luckmann.
520 $a Conclusions. Problems arise in justifying music education using aesthetic theory because (1) the symbolic universe of aesthetic theory is complex and is not well-understood by music educators or the clientele of the public schools; and (2) aesthetic theory represents gestures of a reference group with norms and values not usually found in the music educator or clientele groups.
590 $a School code: 0158.
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
690 $a 0522
690 $a 0413
710 2 0 $a University of North Texas. $3 1017396
773 0 $t Dissertation Abstracts International $g 50-02A.
790 1 0 $a Froehlich, Hildegard, $e advisor
790 $a 0158
791 $a Ph.D.
792 $a 1988
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8908932