Publication 6318

Excerpt: The manner in which music should be taught is a source of continual – and often heated – debate. Scholars have suggested that the practices that dominate current teaching may not represent the most desirable method of instruction, particularly when addressing subjects such as music, which involve the “affective domain” of learning (Abeles, Hoffer, & Klotman, 1994). If music educators are to update their methods, then the challenge is to develop a viable alternative to current practices, which may in turn require implementation of a fundamentally new philosophy of music education.