Week 13: Music Education, Ch. 6.2

This chapter gives a very broad overview of music education. Particular emphasis is placed on music education in the United Kingdom, though not exclusively so. The chart on p. 340 is helpful in summarizing formal/informal and statutory/elective music education. Citing research on music education in 15 countries, the authors state that there is a striking diversity in aims and approaches to music education in various countries, citing examples such as China (with the strong influence of Confucian philosophy and the emphasis on music as a tool for educating the child in a holistic way). The authors cite differences in Eastern versus Western approaches to music education several times, mainly emphasizing that Eastern countries tend to be teacher-oriented and aimed at teaching the child to be moral and well-balanced while Western countries tend to emphasize creativity and uses a more student-oriented report. The authors also note, however, that these changes are becoming less pronounced.
On p. 347, there is a helpful Venn diagram showing potential outcomes of music education and their overlaps: musical-artistic, social-cultural, and personal. The authors then review teacher and student agendas for music education, noting that teachers often do not engage students in the type of musical activities that they would prefer (e.g. the use of pop music in the classroom). The use of pop music is discussed, and the authors seem to implicitly convey the sense that pop music should be utilized more by music teachers.