Harry Broudy's aesthetics and music education

Research output: Contribution to journalReview articlepeer-review

Abstract

This paper centres on Harry Broudy, the scholar who was the first to argue, consistently and extensively, for aesthetics as a foundation for music education in American public schools. Broudy, considered by many as the major philosopher of education in the second part of the 20th century, was not a musician or music educator. His framing of the discipline of school music as aesthetic education evolved out of his philosophy of general education for citizenship, grounded within an ethical framework. In this paper, I examine Broudy's philosophy of music education within the larger context of his thinking, and its impact on music educators in the USA.

Original languageEnglish (US)
Pages (from-to)42-53
Number of pages12
JournalResearch Studies in Music Education
Volume17
Issue number1
DOIs
StatePublished - 2001

ASJC Scopus subject areas

  • Education
  • Music

Fingerprint Dive into the research topics of 'Harry Broudy's aesthetics and music education'. Together they form a unique fingerprint.

Cite this