On the Nature of Musical Meaning and a Classical-Model Music Education – Part 1

One’s philosophy of music education will reveal many things about one’s philosophy of music.  The author holds that musical experiences ultimately point beyond the objects or experiences in themselves, in one way or another, and on toward a greater sense of objective meaningfulness, and deeper intuitions of value and order.  Therefore, one of the author’s goals in music education is to develop a model of instruction that effectively introduces students to a general, even comprehensive, knowledge of music history, theory, philosophy, performance, and assessment, while also pressing into deeper questions and pointing student inquiry back toward a greater dialogue of truth, goodness, and beauty.  It is for this reason, that the author is interested in developing a classical model of music education.  But before contemplating how to apply a classical model to music, one should first understand its nature and intent. Continue reading “On the Nature of Musical Meaning and a Classical-Model Music Education – Part 1”

On the Issue of Metamusical Inquiry

The author’s use of the phrase “meta-musical inquiry,” in a previous post, may confuse some readers and be misinterpreted by others.  To avoid ambiguity, it will be necessary both to clarify distinctions implied by the author’s use of the phrase and to define that clarification.  Let it first be understood that when the author says “metamusical,” he is speaking not of a specific piece, genre, movement, method, etc.  Rather, he is attempting to use one word to capture and convey the notion of a metaaesthetic philosophical inquiry into the depths of musical meaningfulness.
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