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date: 24 February 2020

Abstract and Keywords

This article discusses the philosophical position that the traditional foundation of music education practice undervalues the significance of school music by underestimating students' potential for comprehending music qua music. There are in fact musical experiences which hold qualitative value for human growth and development that are mostly overlooked by shortsighted music curricula designers. The article identifies these qualities and shows how a reformulated music education philosophical foundation highlights these qualities rather than suppresses them.

Keywords: music education, school music, musical experiences, music curricula

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