- 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
Abstract and Keywords
This article considers the influence of the National Society for the Study of Education Yearbook, Basic Concepts in Music Education (1958), on the actions of music teachers. The Yearbook strongly influenced emerging scholars working towards a doctorate in music education and searching for substantive ideas that would support their own contributions to their chosen vocation. Research-based efforts in music education have fostered impressive growth in further theory, but had little impact on school programs and practices. Several conditions in music education that support the separation of theory from practice are discussed.
Bennett Reimer is the John W. Beattie Professor of Music Emeritus at Northwestern University, Evanston, Illinois. Founder and Director of the Center for the Study of Education and the Musical Experience, he is author and editor of two dozen books, the latest Seeking the Significance of Music Education (2009). He has published over 150 essays on philosophy of music education, curriculum theory, research theory, multicultural issues, musical intelligences, interdisciplinary arts principles, teacher education, international music education issues, and applications of cognitive psychology to music learning. He received the rare “Legends of Teaching” award from the Northwestern University School of Music and an honorary doctorate from DePaul University, Chicago. A special double issue of The Journal of Aesthetic Education, “Musings: Essays in Honor of Bennett Reimer,” was published in Winter, 1999. He is a recipient of the MENC Senior Researcher Award and an inductee into the Music Educators Hall of Fame.
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