Over the past three decades it has become customary to regard music education as a form of aesthetic education. Recently a number of writers have expressed some objections to this view which they maintain has acquired the status of an accepted orthodoxy. In a healthy educational climate it is right that any orthodoxy should be questioned and aesthetic education has often become the subject of an international debate The purpose of this paper is not to add another voice to that debate but to re-examine the concept of aesthetic education with reference to the teaching and learning of music in educational institutions.

Many discussions on this issue become clouded because the term ‘aesthetic education’ is used in different ways and in different contexts In a broad sense the aesthetic is not necessarily associated with the arts and is taken to be a dimension of experience in any discipline; accordingly, aesthetic education is across the curriculum. Most frequently, it implies an education in the fine arts, the aim of which is the development in children of a particular style of thinking or mode of intelligence. A third view arises from the notion of aesthetics as a form of enquiry best described as the philosophy of art; aesthetic education thus conceived involves the study of topics such as artistic meanings, judgements and values.

An examination of these different conceptions of aesthetic education raises a number of philosophical and educational issues that have implications not only for the organisation and practice of music education in schools but also for the education and professional development of teachers.

Although it is often suggested that there are important connections between composing, performing and audience-listening, there is little evidence as to the nature of this relationship. In this paper we report research into the extent that musical understanding is symmetrically revealed and developed across the three activities. Our theory of musical understanding is based on the work of Swanwick, and assessment criteria derived from the work of Swanwick and Tillman (1986) made it possible to compare levels of musical cognition whatever the specific activity. A study of the musical work of twenty children in a music school in Belo Horizonte, Brazil, suggests that performance usually elicits lower levels of musical understanding, significantly different from either composing or audience-listening. It seems that performance can be problematic within the music curriculum unless students are able to work at a technical level where they are able to exercise interpretative judgement and make musical decisions. The findings support the claims for an integrated music curriculum comprising all three activities.

This study examines the change of Hong Kong's sovereignty from one particular perspective – its effect on musical education. Our purpose is to analyse how the change of sovereignty and the idea of ‘one country, two systems’ are reflected in current practices, including published materials used in Hong Kong's secondary schools. Sources of data include selected textbooks, government documents concerning educational policies and curriculum, school syllabi and relevant studies.

The claims of certain reports increasingly appearing in the media suggesting that ‘music makes kids smarter’ invite critical evaluation. Several other recent studies have been re-examining the hypothesis that musical listening and learning it using methods like Kodály's may enhance spatial reasoning and social and cognitive growth. In weaving together these interrelated themes, the intention of this article is not only to sensitise music educators to an awareness of transfer's significance and singular character, but to advise discretion in the interpretation of research results. Since the mechanisms of transfer are still not fully understood, future enquiry will have to accommodate many problems facing researchers in the field for whom the formulation of a comprehensive theory of transfer is, as yet, a distant prospect.

This paper is based on a five-year research project into the work of music teachers in Northern Ireland. It is concerned with the implications of the research for the curriculum. The results reveal a serious shortage of suitably qualified music teachers in the Province, and significant deficiencies in funding and facilities for the subject. They also reveal that many teachers doubt the value of their general classroom teaching, and prefer their extra-curricular activities. The author suggests that Music should become an option during Key Stage Three which schools would have to provide, and which motivated pupils could choose as an alternative to the other ‘Creative and Expressive’ subjects.

All reflective music educators ponder the questions posed by this title. Over the years, they have channelled an enormous amount of energy into the improvement of musical teaching and learning in our schools. Ross (1995) argues that these efforts continue to be futile, for the basis of thought and practice is misconceived. This paper examines Ross's thesis highlighting and developing its existential component. A case study illustrates the argument for placing authentic self-expression and ‘music proper’ within the context of wider contemporary debate.

This article describes three projects organised by the Royal Opera House Education Department between 1985 and 1997. Following the descriptions each project is analysed in terms of students, artists and teachers with a view to placing the work within an overall conceptual framework suggesting that arts education provides an interface between the professional work of artists and educational settings. It proposes that arts education can be most effective when students are encouraged to see themselves ‘as artists’ and by creating their own work they can then engage with the work of other artists, both living and from other generations.

Two case studies of different ages, levels of progress, capabilities and backgrounds are investigated in the light of methods employed by F. M. Alexander for inculcating relaxation in actors and musicians (the so-called ‘Alexander Technique’). The various tensions in the two learners, both physical and mental, were identified, the reasons therefor sought, then solutions provided and effected. The process is described in some detail and the development, most specifically regarding the improvement in tone quality, traced through its various stages. Specific Alexander techniques are described, with their in situ applications documented. The positive effects of correct posture are thereby demonstrated.

This article suggests that traditional conceptions of musical ability, as advanced in the psychometric tradition of psychology, tell us very little about the nature of musical behaviour and how it is developed. The psychometric tradition, with its view that musical ability is innate rather than learned, has exerted a powerful and potentially damaging influence on the practice of music education over the past fifty or so years. It is only relatively recently, mainly in the field of Developmental Psychology, that these ideas have been challenged. In contrasting theories advanced by different psychological schools the article gives a broader perspective to the psychological debate on human intelligence / musical ability and shows the context in which musical behaviour might be viewed as a distinct or even autonomous form of intelligence – a ‘way of knowing’. It suggests that musical thinking should be considered as an ‘intellectual’ as well as aesthetic mode of thought and that musical ability, in the traditional sense, has little educational utility or relevance to music as a curriculum subject in schools.

This article maintains that the emphasis placed on technical work during instrumental lessons inhibits the growth of students' musicianship. In addition the focus given to technique is shown to be responsible for the development of unnecessary physical tensions. It is argued that in terms of brain usage, technical skills and note-reading are based largely in the left-hemisphere, while the less used skills of improvisation, memorisation and internalisation are based in the right-hemisphere. It is proposed that in order to allow pianists to become more creative, imaginative and musical, young beginners should be given the opportunity to develop all the functions of their brains. Through using a whole-brain approach in piano teaching, pupils would develop a greater understanding of music and obtain a greater sense of physical ease whilst playing. The approach would increase enjoyment and motivation, reduce anxiety and physical tensions while performing and improve the ability to sight-read.

This comparison case-study examines the compositional processes of a high school and a collegiate composer engaged in a similar task. Procedures included interviews with the composers, observations, and the collection of compositional sketches and ‘audio-journals’. Analysis involved the preparation of field-notes and interview transcripts, document analysis and study of the field note/interview text. Two professional composers and the researcher analysed the compositions to locate similarities and differences.

Important similarities were the use of an exploratory phase at the piano and the acknowledgement of both inspiration and revision as components of the composition process. Differences were found in the uses of time and structure.

The purpose of this paper is to provide an interim report on one aspect of a major project based in the Department of Music at the University of Ulster. The project, ‘Peer Learning in Music’, builds on the programme of peer assessment which was piloted in a module in performance studies on the BMus course during the academic year 1992–3 and has since become an established feature of the course. The project started in October 1996 and since then peer-learning techniques have been introduced in a range of modules throughout the course, impacting on the teaching and learning methods and the conduct of assessment. Dissemination of the nature of the work and the operation of the programmes is being actively pursued in universities, colleges and conservatories in England and Northern Ireland.

The study and practice of improvisation in music departments of Australian colleges and universities tends to be dominated by jazz and other African-American styles. However, the School of Music of the Victorian College of the Arts in Melbourne has developed a course of study with a different focus. While rooted in the fundamentals of jazz performance, the philosophy of the course is that students at the end of the twentieth century should endeavour to develop their own musical ‘voice’. An important means of assisting this development is the encouragement for students to compose their own music as the basis for improvisation. In many cases personal concerns and events form the basis for these original pieces and allow performers to develop their own compositional concepts. This is also a significant means of allowing the music to reflect the era and culture of the performers. This article outlines an investigation of ten students conducted over the three years of their degree studies. The investigation aimed to ascertain the conditions under which a personal voice might be acquired and the extent to which composition was employed in the participants' major performances.

This research project was initiated to study how instrumental pupils might respond to different practice methods assigned to them, and to explore pupils' perceptions of their own achievements at the end of the five-week study. Pupils were asked to choose one of two methods of practising: they could either do straightforward repetitions of short phrases in their music, or they could choose a set number of different repetitions from a menu of options listed on three graded pro forma cards. A description of the method is included as well as the data from pupils' returned questionnaires. Results of the study suggest that pupils not only preferred variety and choice of practice techniques, but also found that their learning process was faster and more effective. Recommendations are made, as there are implications here for instrumental teachers, class music teachers and their pupils.

Experience as a music lecturer in higher/further education and as an instrumental teacher suggests that instrumental pedagogy – focused on strings – and music analysis could usefully be brought closer together to enhance performance. The benefits of linkage include stimulating intellectual enquiry and creative interpretation, as well as honing improvisatory skills; voice-leading analysis, particularly, may even aid technical issues of pitching, fingering, shifting and bowing. This article details an experimental curriculum, entitled ‘Voice-leading for Strings’, which combines voice-leading principles with approaches to string teaching developed from Nelson, Rolland and Suzuki, supplemented by Kodály's hand-signs. Findings from informal trials at Lancaster University (1995–7), which also adapted material for other melody instruments and keyboard, strongly support this perceived symbiotic relationship.

For some years, music technology has been incorporated into the secondary music Post-Graduate Certificate in Education (PGCE) course at Kingston University. Student evaluations of this work have been supportive in the main, but identified continuing challenges in relation to establishing a sense of ease with its application in education. A range of course developments were devised in response, and closely monitored in 1997. The first half of this article outlines the rationale behind them. It draws upon a range of texts that document the reception of IT in schools and colleges, and on an interpretative response (based on theories of cognition), which the writer feels holds much relevance for music educators. The second half outlines course developments, and includes feedback from students and partner schools. Eighteen months on, the fundamental strategy is still in place, and staff have found it consistent with the requirements for ICT outlined in circular 4/98 by the DfEE.

This case study of two organ students aims to identify learning strategies used in preparing a complex piece for performance. The results are based on data gathered from verbal reports given both during and after practice sessions. These sessions were also videotaped. The results show that the students used learning strategies to select and organise information and to integrate it with existing knowledge. In addition, they were systematic in their approaches to sorting the learning material.

Teaching and learning dynamics in musical instrument tuition, especially in one-to-one teacher–student contexts, have not been studied in a truly systematic manner. The research described in this paper attempts to bring some insights to this area, for teachers and students were studied over a period of six months. More specifically, in the fourth month of the study, all the learners took a practical instrumental examination of the Associated Board of the Royal Schools of Music (either violin or piano, ranging from Grades 1 to 8). It thus became possible to explore how the teachers aided, developed and structured the students' preparation up to, during and after the examination, and also how the students worked and responded to the examinations within the context of their families. Furthermore, parents were observed and interviewed about their interactions with their children – the students – and the teachers. Looking at four teachers and eighteen students, the results revealed a number of complex and interconnected themes which both aided and hindered learning. The current paper highlights these.