Resisting Aesthetic Autonomy: A “Critical Philosophy” of Art and Music Education Advocacy

Journal of Aesthetic Education 53 (2):79-101 (2019)
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Abstract

Music teachers are often inclined to advocate the aesthetic value of music that is uncritically propagated by their conservatory training.1 Consequently, a host of misleading assumptions that music is a "fine" art that exists solely to promote aesthetic experience is simply taken for granted as the benefits of art and music education—thus ignoring the differences of purpose between school music and university-level training. Just offering routine musical activities and performances is thereby assumed to kindle students' aesthetic appreciation. Whether the experiences provided have led to an enriched life of playing and enjoying...

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