Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22273
Title: 
Authors: 
Subjects: 
John Dewey
Art
Experience
Aesthetics
Music Education
Issue Date: 
2020
Citation: 
Tan, L. (2020). Reading John Dewey’s Art as experience for music education. Philosophy of Music Education Review, 28(1), 69-87. https://doi.org/10.2979/philmusieducrevi.28.1.05
Abstract: 
In this paper, I offer my reading of John Dewey’s Art as Experience and propose implications for music education based on Dewey’s ideas. Three principal questions guide my task: What are some key ideas in Dewey’s theory of art? How does Dewey’s theory of art fit within his larger theory of experience? What are the implications of Dewey’s ideas for music education? As I shall show, art for Dewey is rooted in nature, civilizes humans, serves as social glue, and has an important role in society throughout most of human history. Modern life, however, separates art and life; there is a need to restore the continuity between art and the ordinary processes of living, a task that Dewey undertakes by positing the notion of art as experience. Dewey’s ideas support an expanded curriculum in music education, one in which popular music may be included alongside Western classical music and music from diverse cultures. However, artistic and educational discernment are needed, which necessitates the need for music educators to be sufficiently steeped in varied musical traditions and styles.
Description: 
This is the final draft, after peer-review, of a manuscript published in Philosophy of Music Education Review. The published version is available online at https://doi.org/10.2979/philmusieducrevi.28.1.05
URI: 
ISSN: 
1063-5734 (print)
1543-3412 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
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