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The Kodály method, also referred to as the Kodály concept, is an approach to music education developed in Hungary during the mid-twentieth century by Zoltán Kodály.His philosophy of education served as inspiration for the method, which was then developed over a number of years by his associates.
Music education departments in North American and European universities also support interdisciplinary research in such areas as music psychology, music education historiography, educational ethnomusicology, sociomusicology, and philosophy of education.
Philosophy of music is the study of "fundamental questions about the nature and value ... Journal of Aesthetic Education, Vol. 23, No. 3 (Autumn, 1989), pp. 19–29 ...
He published over 135 peer-reviewed articles (see Google Scholar) on teaching ethics, philosophy, aesthetics, musicology, curriculum, psychology and sociology of music and music education. He is a leading scholar of a philosophy of praxis , a social and ethical philosophy that seeks to supersede aesthetics as the foundation of music, music ...
While formal music education has roots going at least as far back as the Hebrews in Egypt [2] or the ancient Greeks, [3] challenges arose as music became more specialized and technically complex after the 5th century BCE in Ancient Greece and as the development of notation shifted music education from training in singing to training in music reading. [4]
The International Society for Philosophy of Music Education (ISPME) is an international scholarly organization for the field of music education philosophy.Music education philosophy is a field of study that examines such fundamental questions as "why and how should music be taught and learned?," while ISPME is an international organization devoted specifically to this specialized subject.
Gordon music-learning theory is a model for music education based on Edwin Gordon's research on musical aptitude and achievement in the greater field of music learning theory. [1] [2] The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the ...
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.