Towards a polyaesthetic approach to music education.

Abstract

Taking as its central premise the contention that there are different ways of validly conceiving music's nature and value, this thesis aims to demonstrate the need for eclecticism in the formulation of a philosophy of music education. Comprising the main body of this study is an in depth consideration of four different aesthetic points: (i) music as autonomous aesthetic object; (ii) music as social commentary;(iii) music as social mediator; and (iv) music as llink to ultimate reality. The concluding chapter draws sane conclusions - as to what a 'polyaesthetic approach' implies in terms of music education's objectives, content and methods.