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Action, Criticism & Theory for Music Education

Page 17 of 28


music teacher, and the students with respect to education in music should be recognized. Although not significant with regard to general classroom music, the authority of the principal is especially influential with respect to extra-curricular activities (in countries with general music classes) or performing activities (in North American countries) in music, both of which require substantial financial and human resource support. The principal’s support is also vital with respect to awards and recognition of students, and to providing flexible scheduling, space provision, and other teaching resources for music activities. The importance of the music teachers with respect to the teaching of music is indisputable. Their academic and practical knowledge of music, and their positive attitude and enthusiasm with respect to teaching their students can have a significant effect on the quality of their teaching. Their education, accordingly, is of prime concern. It is essential that they keep abreast of developments in the many fields that concern their teaching. This may require in- service education, other forms of staff development, and teacher exchange activities in music. Furthermore, it is the students who will be the beneficiaries of a committed principal and teacher with respect to music. It is students whose interest in music must be aroused and sustained if there is to be a significant educational success, for they are the consumers of tomorrow.

Early childhood education is the foundation of schooling and education and, as such, should not be ignored in the teaching and learning of music. In order to facilitate effective learning, education in music should commence at the early childhood level, move through the primary and secondary levels, and, where applicable, into tertiary education. An overall plan for an education in music at all levels of education is essential if there is to be a significant change in the musical status quo of individuals and of society. The Model proposed here emphasizes the importance of government policies as well as of academics and educators at different levels of education. Overall, education in music is not only an educational issue but also a cultural issue. It

requires the concerted effort of the entire community, with leadership and support from the government and education sector. In nations where government policy is a crucial factor, community leadership and/or school network collaboration will be of

vital importance for the effectiveness of


Leung, C. (2004). Building a New Music Curriculum: A Multi-faceted approach. Action, Criticism, and Theory for Music Education. Vol.3, #2 (July 2004). http://act.maydaygroup.org/articles/Leung3_2.pdf

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