Reimer, B. (2003). A Philosophy of Music Education: Advancing the Vision. Upper Saddle River, New Jersey: Prentice Hall
This long first chapter of Dr. Bennett Reimer's Philosophy of Music Education serves to introduce philosophical terminology in music education and society as a whole, in order to prepare a music educator to build their own teaching philosophy to guide the actions they take in their career. He begins with outlining and defending the utility of having a philosophy for music educators, moves to a discussion of aesthetic and artistic philosophy and education, and later delves into modernism and postmodernism, as well as the synergistic philosophy for music education that results from careful consideration of both.
In honesty, it would take me another couple of read-throughs of this to truly grasp the nuances of the philosophy discussed, but I think I understand the essential elements. By bringing into our teaching the knowledge and understanding of modernism in music - the norms, expectations, standards, and deep-seated and long held beliefs about music and music education - and the attitude of postmodernism in music - of constantly challenging what we know in order to change the curriculum of music education along with the needs of society and students - we can have a synergistic teaching philosophy and approach. This philosophy of combining modernist beliefs and standards and postmodernist challenges to those beliefs and standards allows the music educator to build a comprehensive aesthetic and artistic education for their students - one that forms an integral part of what students learn in school and supports music as an element of a forever-changing culture. Now it's up to me to figure out what this means in the classroom and in my lesson plans, repertoire, and teaching style - in other words, I hope to integrate this philosophy into my own teaching philosophy in a way that translates effectively for real students.
Questions for Dr. Reimer:
In what ways have you seen classical music "knocked off its pedestal" as a part of postmodern music education that both reinforces the value of the literature and allows room for more diverse selections, improving the educational experience?
How does a music educator best recognize the status and importance of music (and arts as a whole) as inherently political without taking political sides or venturing into the murky and dangerous waters of educational politics of the present and near future?