Education is not just a stage of student’s preparation for their adult life, an isolated stage of incubation in schools. In order to prearrange an independent and notable future for children we should primarily help and boost them acquire rich experiences, which could make them lighten, move and theorize. The neurophysiologists inform us that in our brain there are centers named as “centers of enjoyment”, “centers of pleasure” and music is considered as one of the most drastic stimulus of these centers. Monk (1987/1992) points out that music education is dominated by the apollonian approach and aesthetic pleasure of music is the missing link from school music education, the most important - in his point of view – and momentous reason to seek for contact and familiarity with music. In this particular research we have studied and comparatively examined seven music curricula for comprehensive school of seven European countries/regions focusing on the importance and the promotion of aesthetic experiences, as they are explicitly expressed or emerged. The research is aiming at the detection and critical annotation of current tendencies within the European field of school music education.
|Keywords:||Music Curricula, Aesthetic Experiences, Aesthetic Pleasure, Comparative Music Education|
Music Education Specialist and Researcher, Department of Elementary Education (Campus of Florina), University of Western Macedonia, Florina, Greece
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