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In 1953, as the music education profession was just beginning to rethink its philosophy, Leonhard published his article "Music Education—Aesthetic Education." [ 2 ] In this article, Leonhard urged music educators to eschew the instrumental values of music education and to stress the aesthetic value of music.
He is a professor of music and music education at the Steinhardt School of Culture, Education, and Human Development of New York University, in New York in the United States. He previously taught at the University of Toronto in Canada. [1] He has published several books, including: David J. Elliott (1995).
And, along with David Elliott, he has been a leader in making praxical (also known as praxial or praxis) theory a topic of growing influence in music and music education scholarship. [ 7 ] [ 8 ] A praxical philosophy denies the claims of traditional aesthetics about the supposedly "good-for-its-owns sake” benefit of aesthetic experience. [ 9 ]
Music education is a field of practice in which ... This emerged as praxial music education, [80 ... International Society for Philosophy of Music Education ...
Praxis is the process by which a theory, lesson, or skill is enacted, embodied, realized, applied, or put into practice."Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practising ideas.
Basic Concepts in Music Education is a landmark work published in the USA 1958 as the Fifty-Seventh Yearbook of the National Society for the Study of Education. In 1954, the Music Educators National Conference ( MENC ) had formed its Commission on Basic Concepts in an attempt to seek a more soundly-based philosophical foundation.
*"Change in Music Education: The Paradigmatic and the Praxial." The Journal of the Desert Skies Symposium on Research in Music Education 2013 Proceedings (University of Arizona, 2013): 49–68. Available at Arizona State University Digital Repository. "Observations about Occupational Identity among Public School Music Teachers: Past and Present."
The Orff Approach of music education uses very rudimentary forms of everyday activity for the purpose of music creation by music students. The Orff Approach is a "child-centered way of learning" music education that treats music as a basic system like language and believes that just as every child can learn language without formal instruction so can every child learn music by a gentle and ...