Music Criticism in Vienna records a culture in which musical criticism had achieved the status of a minor art form. The period covered - October 1896 to December 1897 - was an eventful time in Vienna. Bruckner died, then Brahms; Mahler arrived; premieres of works by Czech composers coincided with increasing tension in the Empire between Czechs and Germans; Puccini's La Boheme reached Vienna on its sensational progress around the world; and the great programme music debate continued. These (...) events and issues were recorded and debated by some two dozen critics ranging from Eduard Hanslick, widely credited with (and blamed for) raising music criticism to an art, to Heinrich Schenker. The focus of Sandra McColl's monograph is unashamedly on the critics themselves, and her reconstruction of the climate of debate about whatever music or musicians came to their notice. She illuminates the intellectual climate in which the music was created, performed and received, and provides a foundation for the study of musical criticism in the post-Hanslick generation. (shrink)

A history of music aesthetics from Antiquity to the present day. Fubini considers musical thought in terms of its relationship to philosophy, medicine, astronomy, mathematics and teaching in the period up to the Enlightenment. The second half of the book concentrates on key issues in contemporary music aesthetics, placing them in the perspective of the Enlightenment and of 19th-century philosophers.".

In lieu of an abstract, here is a brief excerpt of the content:Reflections on Beardsley's AestheticsProblems in the Philosophy of CriticismDonald Crawford (bio)Monroe Beardsley's Aesthetics was published the year I was a junior philosophy major at the University of California, Berkeley, and by the end of that academic year, I had completed semester courses in the history of ancient as well as modern philosophy, logic, ethics, and the philosophy of religion. The requirements remaining for me in philosophy in my (...) senior year were a course in either epistemology or metaphysics, plus five elective philosophy courses. I had fairly developed interests in literature, especially poetry, classical music, film, and the visual arts, so it seemed natural for me to select a course in aesthetics as one of my remaining electives. Nonetheless, I had no idea what aesthetics was. When I looked up the word in the dictionary, I found the following definition: "The branch of philosophy dealing with beauty or the beautiful, especially in the fine arts." Even today, the Berkeley philosophy course catalog entry for aesthetics simply says, as it did then, "Aesthetics: Visual arts/literature and music. Form, expression, representation, style; interpretation and evaluation."Interpretation and evaluation sounded worth pursuing. At that time I had no doubt that almost any music by Bach was better than that by Offenbach, that Van Gogh's Starry Night was in a different class than Norman Rockwell's covers for the Saturday Evening Post, or that Bergman's The Seventh Seal (1957) was a far better film than Attack of the Crab Monsters of the same year. And I was fully convinced that some poems lent themselves to more interesting and profound readings—that is, interpretations—than others and therefore were better poems. So a course that dealt with the interpretation and evaluation of the visual arts, literature, and music was enticing. The class lectures were rather dull, however, and I began to have regrets for enrolling. Besides, the required text was brand new and had several drawbacks: there were no used copies available so it was expensive ($7.50!), and its 591 pages were bound in hardback and heavy. [End Page 19]Yes, the text was Beardsley's Aesthetics, and my now well-worn copy is complete with my original revealing and indelible underlines that remind me of my naiveté. I recall being immediately struck by the book's epigraph—a quotation from David Hume: "I am uneasy to think I approve of one object, and disapprove of another; call one thing beautiful, and another deform'd; decide concerning truth and falsehood, reason and folly, without knowing upon what principles I proceed." This encouraged me to think that this book and course would teach me the principles that underlay my unreasoned critical comparative evaluations of poems, films, and other works of art. Was this false optimism? After glancing at the table of contents, I quickly turned to chapter 10, "Critical Evaluation," where I read on page 454: "The problems to which we now come have been put off as long as possible in the hope that a circumspect approach would make them more vulnerable." I wasn't quite sure what that meant ("vulnerable" to what?), but it seemed to imply that it was necessary to start at the beginning of the book.1 So I did just that. To my delight, almost immediately, on page 3, Beardsley provided his definition of "aesthetics," saying: "[A]esthetics consists of those principles that are required for clarifying and confirming critical statements. It can be thought of, then, as the philosophy of criticism, or metacriticism" (3-4; emphasis in the original). Unless by "critical statement" Beardsley meant judgments of beauty, this didn't really correspond with either Webster's definition or the course description of aesthetics. Beardsley's concept of a critical statement was much broader than that in common use today, and it reflected the attitude of the founders of the American Society for Aesthetics, who named their journal the Journal of Aesthetics and Art Criticism (JAAC). Beardsley said he would be "using the term 'critical statement,' very broadly, to refer to any statement about a work of art" (3) and that a critical statement "need not be a value judgment at... (shrink)

Given this bewildering abundance, how we can speak of a single thing called "music"? This book argues that we can.

Stimmung in music -- The philosophy of Stimmung -- Playing in between -- History -- Duration -- Aftersong.

In lieu of an abstract, here is a brief excerpt of the content:An Undeleter for CriticismSimon Jarvis (bio)Is there experience of beauty, or is it only that we sometimes choose to sort and name certain experiences by using a set of terms, originating often in ancient and medieval philosophy and theology and by a long process of mutation and manipulation arriving under the disciplinary heading of "aesthetics"? This question asks for at least two kinds of information. It does not only (...) ask for information about the history of the formation of the concepts of aesthetics; it also asks for information about experiences. But information about experiences is hard to come by. This is not only, perhaps, for the large reason that "information is concerned with alien objects," rather than with experiences,1 but also for the more local one that "aesthetics" does not often attempt to describe any experiences with determined fidelity.2I can illustrate this with reference to a branch of aesthetics in which I have a particular interest, the aesthetics of prosody. A good deal of subtle and sometimes brilliant work exists in this field. It is rare, however, to find writing which describes in any detail the particular experiences which a particular living individual has had in relation to a line of poetry.3 One is much more likely to find such descriptions in works of fiction (or, rarely, in brief reviews) than in professional writing on the topic of prosody. There seem at first to be some obvious and good reasons for this. Professional writing demands not that we merely report our own subjective experiences, but that we produce knowledge. Critics are not paid to be artists but to be a kind of scientists of art. But what if there is no such science? What if "there is no science of the beautiful" [Kant, CJ 172]? Would that mean that the whole subject area should simply be—deleted?That this is a possibility is confirmed by the fact that in one area of thinking about aesthetic experience, it has almost happened already. While there are still a number of paid professionals who understand part of their vocation to be bound up with investigating the experience of the beauty or other value of works of art, there are few paid aestheticians of nature.4 There have been historical periods in which numbers of printed nonfiction [End Page 3] texts were devoted both to experiences of natural beauty and also to the relative propensity of natural appearances to occasion such experiences. Such descriptions are now thought to be, insofar as they are of interest at all, the province of artists.5 This is indeed a consequence of something like an acceptance that, in the sphere of experiences of nature, at least, "there is no science of the beautiful." Most agree that "an ideal of a beautiful view is unthinkable" [CJ 80]. Yet few, perhaps, would now argue that an ideal of a beautiful poem is quite thinkable either.We are thus returned to the question posed above. If there is no science of the beautiful, must claims to experiences of beauty be treated as fictional—in the specific sense that they are matters for fiction, and not for science? Why should the concept not be altogether eliminated?Perhaps for this reason. Let us imagine that I think I have had an experience. I have been walking along a street at night, say, head down as though scrutinizing the quite complex surface of tarmacadam, kerbstone, painted parking and motoring instructions, drain covers and grilles, although perhaps in distraction I may have been allowing my eyes simply to pass lightly over all this while I think about a mortifying remark addressed to me at a recent committee meeting, or attempt to identify the catalogue number relevant to a fragment of piano music which has come into my head; may, for example, as if startled by a call or a cry of pain have raised my look from the wet pavement—which I now possibly "see" for the first time (since it is the soul which sees, and not the eye [Descartes 1: 172])—and now indeed see at a great distance ahead of me, almost at the horizon of... (shrink)

The first publication in English of Adorno's most sustained analysis of modern music.

Influenced by methodological trends in contemporary cultural history, recent writings in music history now share a common and very basic concern: to reconcile the desire to treat musical works as purely musical entities with value and significance of their own with the desire to account for the fact that such works are conditioned by the historical, social, and psychological contexts in which they are produced. This essay places these modern reconciliations within a broader discussion of the uneasy (...) relations that hold between the domains of the musical and the extra-musical. It shows how both the logic and the history of this relationship has reflected the need to establish borders of the musical domain, and, following upon that, criteria of relevance for determining what is and what is not to be included in the writing of music history. (shrink)

In this eloquent book, Daniel Barenboim draws on his profound and uniquely influential engagement with music to argue for its central importance in our everyday lives.

Now commonly accepted as the point of reference for musicians in the Western world, A 440 hertz only became the standard pitch during an international conference held in 1939. The adoption of this norm was the result of decades of negotiations between countries involving performers, composers, diplomats, physicists, and sound engineers. Although musicians and musicologists are aware of the variability of musical pitches over time, as attested by the use of lower frequencies to perform early music repertoires, no study (...) has fully explained the invention of our current concert pitch. In this book, Fanny Gribenski draws on a rich variety of previously unexplored archival sources and a unique combination of musicological perspectives, transnational history, and science studies. Tuning the World demonstrates the aesthetic, scientific, industrial, and political contingencies underlying the construction of one of the most "natural" objects of contemporary musical performance, itself the result of a cacophony of competing views and interests. (shrink)

Prelude and address. I'm listening -- Author's rights, listener's rights (journal of our ancestors) -- Writing our listenings: arrangement, translation, criticism -- Our instruments for listening before the law (second journal entry) -- Listening (to listening): the making of the modern ear -- Plastic listening.

'Caractère', 'densité', 'texture', 'bloc', 'trait', 'profil', 'figure' ou encore 'énergie'... : ces termes, s'ils sont souvent convoqués dans le discours musicologique se référant aux oeuvres des XXe et XXIe siècles, résistent à la clôture d'une définition. De telles notions mobilisent différentes dimensions de l'écriture mais aussi - et peut-être surtout - cherchent chacune à désigner un aspect qualitatif du musical, ce 'devenir illimité' du discours, difficile à neutraliser et à rationaliser. Le colloque organisé à l'Université Paris 8, intitulé 'Manières d'être (...) du musical', dont nous éditons aujourd'hui les actes, proposait ainsi de 'connaître l'individu à travers l'individuation plutôt que l'individuation à partir de l'individu' en interrogeant les outils compositionnels et les catégories qualitatives de l'écriture ayant pour fonction de différencier le musical en comportements ou manières d'être singuliers'"--Page 4 of cover. (shrink)

This book describes various Western musical ecologies of the cosmos developed from the ancient world to the present, ecologies that seek to define the creation and preservation of the universe through musical principles. The author explores centuries of musical treatises, hymns, and Western fiction.

Classic, influential study of Greek tragedy.

Schubert's late music has proved pivotal for the development of diverse fields of musical scholarship, from biography and music history to the theory of harmony. This collection addresses current issues in Schubert studies including compositional technique, the topical issue of 'late' style, tonal strategy and form in the composer's instrumental music, and musical readings of the 'postmodern' Schubert. Offering fresh approaches to Schubert's instrumental and vocal works and their reception, this book argues that the music (...) that the composer produced from 1822–8 is central to a paradigm shift in the history of music during the nineteenth century. The contributors provide a timely reassessment of Schubert's legacy, assembling a portrait of the composer that is very different from the sentimental Schubert permeating nineteenth-century culture and the postmodern Schubert of more recent literature. (shrink)

More than a century after Guido Adler's appointment to the first chair in musicology at the University of Vienna, Music, Criticism, and the Challenge of History provides a first look at the discipline in this earliest period, and at the ideological dilemmas and methodological anxieties that characterized it upon its institutionalization. Author Kevin Karnes contends that some of the most vital questions surrounding musicology's disciplinary identities today-the relationship between musicology and criticism, the role of the subject in analysis (...) and the narration of history, and the responsibilities of the scholar to the listening public-originate in these conflicted and largely forgotten beginnings. Karnes lays bare the nature of music study in the late nineteenth century through insightful readings of long-overlooked contributions by three of musicology's foremost pioneers-Adler, Eduard Hanslick, and Heinrich Schenker. Shaped as much by the skeptical pronouncements of the likes of Nietzsche and Wagner as it was by progressivist ideologies of scientific positivism, the new discipline comprised an array of oft-contested and intensely personal visions of music study, its value, and its future. Karnes introduces readers to a Hanslick who rejected the call of positivist scholarship and dedicated himself to penning an avowedly subjective history of Viennese musical life. He argues that Schenker's analytical experiments had roots in a Wagner-inspired search for a critical alternative to Adler's style-obsessed scholarship. And he illuminates Adler's determined response to Nietzsche's warnings about the vitality of artistic and cultural life in an increasingly scientific age. Through sophisticated and meticulous presentation, Music, Criticism, and the Challenge of History demonstrates that the new discipline of musicology was inextricably tied in with the cultural discourse of its time. (shrink)

This book is the first to put forward a general theory of the manner in which different media--music, words, moving picture, and dance--work together to create multimedia. Beginning with a study of the way in which meaning is mediated in television commercials, the book concludes with in-depth readings of Disney's Fantasia, Madonna's video Material Girl, and Armide (Godard's sequence from the collaborative film Aria). Analysing Musical Multimedia not only shows how approaches deriving from music theory can contribute to (...) the understanding of multimedia, but also seeks to draw conclusions from the practice and further development of musical analysis. (shrink)

La musique, en tout cas la classique - nous ne le cachons pas -, est morte.

The first two volumes of a four-volume study, destined surely to become the standard work in its field. Literary criticism in the broadest sense is the book's subject, but the author tries to avoid purely philosophical aesthetics at one extreme--Kant is given 3 pages to Schiller's 24--as well as unsubstantiated judgments of taste at the other. Since he tries to see the past as bearing upon and productive of the literary theory of the present, the book might be said to (...) be more an account of the sources and growth of contemporary thinking about literature and criticism than a "history" in the usual sense. Professor Wellek has a rich store of scholarly knowledge at his disposal, and his interpretive generalizations are well supported by references and texts; yet the argument moves easily and clearly. A fine piece of creative scholarship.--V. C. C. (shrink)

Pendragon Press is proud to offer this new, revised, and expanded edition of Formalized Music, Iannis Xenakis's landmark book of 1971. In addition to three totally new chapters examining recent breakthroughs in music theory, two original computer programs illustrating the actual realization of newly proposed methods of composition, and an appendix of the very latest developments of stochastic synthesis as an invitation to future exploration, Xenakis offers a very critical self-examination of his theoretical propositions and artistic output of (...) the past thirty-five years. This edition of Formalized Music is an essential tool for understanding the man and the thought processes of one of this century's most important and revolutionary musical figures. (shrink)

Der junge Schönberg (1955) -- Schönbergs Kontrapunkt (1956) -- Kriterien der neuen Musik (1957) -- Vers une musique informelle (1961) -- Funktion der Farbe in der Musik (1966).

Postmodernity's Musical Pasts considers music after 1945 as a representation of concepts such as "historicity" and "temporality". The volume understands postmodernity as a period in which both modernism and postmodernism co-exist. It is attracted to a wider interpretation of "historicity" that focuses on the complex nexus of past-present-future. "Historicity" is understood as leaning closely on "temporality", generally thought of as the linear progression of past, present and future. The volume broadens the absolutist understanding of temporality to include processes which (...) can occur in circular, spiral, transcending and other formations. The book covers an extensive spectrum of topics from classical to popular and neo-traditional musics to concerns of the disciplines of musicology. Such a wide range of topics from both the centre and the periphery of the musicological canon mirrors the eclectic and diverse nature of the postwar era itself. The first section investigates how to understand manifestations of the past in musical composition with regard to time, on the one hand, and with regard to genre, style and idiom, on the other. A second section shows how time and history manifest themselves in art music. A third section takes the contrasts and transitional moments of post-1945 practices further by looking at the temporality of reception from different angles. A final part investigates questions of nostalgia and temporalities of belonging. TINA FR HAUF is Adjunct Assistant Professor at Columbia University, New York and serves on the faculty of The Graduate Center, CUNY. CONTRIBUTORS: Michael Arnold, Susana Asensio Llamas, Georg Burgstaller, Caitlin Carlos, Daniela Fugellie, Tina Fr hauf, John Koslovsky, Lawrence Kramer, Beate Kutschke, Laurenz L tteken, Max Noubel, Joshua S. Walden. (shrink)

Volume I. Dall'Antica Grecia al Classicismo -- Volume II. Dal Romanticismo alla contemporaneità.

A landmark work from the founder of the Frankfurt School. A key work in the study of Adorno, of interest to students and general readers alike.

Een kenner op het gebied van de klassieke muziek - wie wil dat nou niet zijn? In dit boek legt André Klukhuhn de filosofie en oorsprong van de westerse klassieke muziek op een toegankelijke manier bloot. Hij geeft op even komische als boeiende wijze een overzicht van de belangrijkste stromingen en tijdperken en de bijbehorende westerse componisten: van rococo en romantiek tot postmodernisme, en van Keppler en Händel tot Wagner en Orff. De betekenis van de 'kosmische harmonie', het raakvlak tussen (...) muziek en wiskunde, loopt als een rode draad door het verhaal heen. Door het lezen van dit eerste Nederlandse overzichtswerk van de westerse klassieke muziek zal het luisteren ernaar nog boeiender - of troostrijker, verheffender of ontspannener - worden dan het altijd al was. (shrink)

"Originally published in the United States in hardcover in 2012 and in paperback in 2013 by McSweeneys, San Francisco.".

In lieu of an abstract, here is a brief excerpt of the content:Response to Paul Woodford, “A Liberal Versus Performance-Based Music Education?”Peter R. WebsterA study of the history of music teaching and learning in North America will likely reveal very few examples of extended and well-argued professional discourse. By "discourse" I mean a continuous expression or exchange of ideas designed to present contrasting views on important issues in the music teaching profession. Often our annual conventions are (...) filled with presentations that address a single perspective in research, pedagogy, or theory. "Special theme" issues of magazines are rarely devoted to contrasting points of view about music teaching and learning. Conferences are organized to promote single views on a subject, often speaking to a partisan audience that expects to be neither challenged to think in a contrary way nor encouraged to develop alternative perspectives.Of course there are some rare and wonderful exceptions. During my course on measurement and assessment in music, I frequently ask my students to read [End Page 208] the exchange in the pages of the Music Educators Journal during the late 1930s between James Mursell and Carl Seashore as they debated approaches to music aptitude testing.1 I recall the great exchange at the 1994 meeting of the Music Educators National Conference between Bennett Reimer and Edwin Gordon on the subject of music learning.2 In past eras, there have been notable "point-counterpoint" exchanges in the pages of the Bulletin of the Council of Research in Music Education,3 as well as interesting perspectives on completed doctoral dissertations that spawned some debate. More recently, contributions in Philosophy of Music Education Review have been notable, particularly given the recent upturn in published work and interest in music education philosophy that this very Symposium exemplifies. The formation of the MayDay group in recent years is no small example of this trend.4 I am sure that I have missed other examples. However, compare these few instances with the millions of pages that are written in our field and the hours of papers presented and conference sessions held and the examples of real discourse pale in comparison to the body of professional exchange.In his paper, especially in the early pages, Paul Woodford makes this point forcefully and effectively. He challenges us to consider just how few examples there are of real discourse within the profession. I enjoyed enormously the case made for liberal education as not defined by the teaching of a canon of great books or art works as an end but as a thoughtful discussion of ideas in light of con-temporary circumstance. The paper reminds us that the idea of criticism in our field need not be a negative concept in this current age of post-modern thought, but a positive mark of a maturing profession.I was sympathetic to Woodford's example of multiculturalism running the risk of becoming an absolutism to be imposed on children. I feel the same way at times about other trends in our field such as the rise of technology as a kind of end-experience or the encouragement of popular music in classrooms simply because it is such a dominant part of children's lives. Each of these aspects of modern music education is worthy of careful debate by intellectuals in our field in much more sophisticated ways then we see today. Woodford would have us believe that this is a major professional failure, and I tend to agree.Not to belabor this point too much, but what about the National Standards? How often do you see an article published in Music Educators Journal that actually takes issue with any aspect of the standards? Where is the national debate about the content, extension, redefinition, refocusing, and development of these standards? Are they so good that they are not the subject of at least some national debate?At core here, for me, is the notion that discourse involving critical comment leads not to a sense of competition for superiority but real understanding of complex [End Page 209] issues. Very little that is worth discussing is black and white, and nearly always there are levels of complex gray. Many of us learn this from our days on the high... (shrink)

This surveys the philosophies of music of the most important thinkers in Islam between the 9th and the 15th centuries A.D. It covers topics ranging from the ...

What does it mean to say that music is deeply moving? Or that music's aesthetic value derives from its deep structure? This study traces the widely employed trope of musical depth to its origins in German-language music criticism and analysis. From the Romantic aesthetics of E. T. A. Hoffmann to the modernist theories of Arnold Schoenberg, metaphors of depth attest to the cross-pollination of music with discourses ranging from theology, geology and poetics to psychology, philosophy and (...) economics. The book demonstrates that the persistence of depth metaphors in musicology and music theory today is an outgrowth of their essential role in articulating and transmitting Germanic cultural values. While musical depth metaphors have historically served to communicate German nationalist sentiments, Watkins shows that an appreciation for the broad connotations of those metaphors opens up exciting new avenues for interpretation. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.2 (2005) 142-145 [Access article in PDF] The Doing of Philosophy in the Music Class: Some Practical Considerations. Response to Bennett Reimer Mary J. Reichling University of Louisiana at Lafayette How I respond to Bennett Reimer's challenge depends in part on how we define philosophy in this context. We might think of philosophy as a subject of study, that is, philosophy in (...) itself such as epistemology, metaphysics, and so on. Or we may conceive it as philosophy of music, better designated as aesthetics. Or we may consider philosophy as a verb in the sense of "doing" philosophy where our goal is to assist students in developing their thinking skills. It seems that Reimer is placing focus on the last, the doing of philosophy, not that these other views of philosophy are mutually exclusive; they are not.Yet even this distinction is not sufficient for discussion. I am reminded of a little book edited by Eunice Boardman, titled Dimensions of Musical Thinking and published by MENC in 1989. It is a real gem with many fine ideas. In particular it stresses the relationship of content-area knowledge to thinking, and that is what I want to do. Developing thinking skills does not take place in a vacuum: "Now I am going to think." It occurs with respect to a subject area. We have philosophy of science, philosophy of history, philosophy of art, and so on, and philosophy of music.Further, our thinking about music occurs in at least two different ways. I suggest that music possesses both instrumental and intrinsic value with respect to philosophical analysis, as well as instances where the two values are combined. In pondering these values we bring together several so-called philosophical 'methodologies': the search for meaning or understanding, analysis, criticism, [End Page 142] and synthesis. In the process we build arguments that are consistent, coherent, and correspond with the musical evidence.1And further, in our field, students, whether it be through course content itself or through performance classes, have the advantage of gaining both propositional knowledge, learning that, for example, the rhythmic value of eighth notes, and procedural knowledge or learning how, for example, performing eighth notes vocally or instrumentally.2Both of which challenge the students' thinking skills.It is also important to articulate several assumptions if we aspire to "doing" philosophy within the teaching of music. These include a belief that it is worthwhile to develop such thinking skills as I have outlined; that we are willing to take the time for dialogue within the music class or rehearsal hour; and that we as teachers are willing to be facilitators of questions rather than experts with answers.I shall attempt with a few examples to show how these thinking processes might be integrated into the music curriculum following Jerome Brunner's view that children can be taught anything if done so at their level of understanding.The first example relates to the instrumental value of music as it supports text or programmatic conceptions. Let us consider the text of a particular song such as "Blowing in the Wind" or the "Kookaburra" song, the subject of an opera such as Berg's Wozzeck, or the topic of war as exemplified in Britten's War Requiem or some of the protest songs. We ask students how the extra musical subjects are established musically, how the music communicates the ideas, why one musical setting is preferred or better than another, and so forth. In dialoging about these examples, students must first of all be perceptive listeners or participants, then analyze at their level of ability. For an elementary child such analysis might be as simple as pointing out the tempo, mood, rhythms, dynamics, or other expressive elements. Advanced students will have a more extensive musical background to draw upon. Through the analysis students come to a synthesis of these factors that leads to greater understanding of the meaning of the music as they approach questions of value and beauty. If the teacher... (shrink)