- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
This version of the article reflects changes made in the paperback edition .
Abstract and Keywords
This article explores the reasons behind music instructors' failure to openly acknowledge the emotional aspect of music. Perhaps emotions are private matters, not to be discussed in public; or inappropriate subject matter for a university course unless presented in the context of medicine and illness. These issues are considered due to efforts currently underway around the world to revise a number of national curricula. The article also discusses how the emotional aspects of music can be included in a curriculum.
Richard Letts, AB., Ph.D. (University of California at Berkeley), is Executive Director, Music Council of Australia. After leaving university, he was Director of the East Bay Center for the Performing Arts, San Francisco East Bay, and of the University of Minnesota's MacPhail Center for the Arts, Minneapolis. In 1982, he returned to Australia as the Director of the Music Board of the Australia Council, then was Director of the Australian Music Centre, and in 1994, founded the national Music Council of Australia. From 2005 to 2009, he was President of the International Music Council. He is a journal editor, and author of books, hundreds of articles, and research reports including The Protection and Promotion of Cultural Diversity for UNESCO. Current activity is focused on policy formation and advocacy in a broad range of music issues, including music education at all levels. He is a Member of the Order of Australia.
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