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Educação musical : estética vs prática nas perspetivas de Bennett Reimer e David Elliott
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Abstract(s)
Partindo das perspetivas de Bennett Reimer e David Elliott acerca de uma filosofia da educação musical, apresenta-se uma reflexão sobre o que os aproxima e faz divergir. Reimer, em A Philosophy of Music Education (1970), defende a educação musical como uma experiência estética, centrada na
apreciação e sensibilidade musical. Esta premissa é sustentada pelas teorias estéticas - Referencialismo, Formalismo e Expressionismo Absoluto – que refletem a música enquanto arte com valor em si própria, que se aproxima e relaciona com a experiência humana. Contrariamente, Elliott
critica esse pressuposto em Music Matters (1995), defendendo que a educação musical deve assentar numa vertente prática performativa, em oposição a uma experiência exclusivamente estética que descura esta abordagem. A reflexão sobre esta dicotomia, em que Reimer prioriza a experiência
auditiva/contemplativa da música e Elliott defende uma abordagem prática e contextualizada, é objeto deste artigo e pretende contribuir para uma visão holística ao nível da filosofia da educação musical.
Abstract : Starting from the perspectives of Bennett Reimer and David Elliott on a philosophy of music education, we present a reflection on what brings them together or makes them differ. Reimer, in A Philosophy of Music Education (1970), defends music education as an aesthetic experience, centred on appreciation and musical sensitivity. This premise is supported by aesthetic theories - Referentialism, Formalism and Absolute Expressionism - which reflect music as an art that approaches and relates to human experience. In contrast, Elliott criticises this perspective in Music Matters (1995), arguing that music education should be based on a practical performative aspect, as opposed to na exclusively aesthetic experience that neglects this approach. The reflection on this dichotomy, in which Reimer prioritises the auditory/contemplative experience of music and Elliott advocates a practical and contextualised approach, is the subject of this article, and aims to contribute to a holistic view of the philosophy of music education.
Abstract : Starting from the perspectives of Bennett Reimer and David Elliott on a philosophy of music education, we present a reflection on what brings them together or makes them differ. Reimer, in A Philosophy of Music Education (1970), defends music education as an aesthetic experience, centred on appreciation and musical sensitivity. This premise is supported by aesthetic theories - Referentialism, Formalism and Absolute Expressionism - which reflect music as an art that approaches and relates to human experience. In contrast, Elliott criticises this perspective in Music Matters (1995), arguing that music education should be based on a practical performative aspect, as opposed to na exclusively aesthetic experience that neglects this approach. The reflection on this dichotomy, in which Reimer prioritises the auditory/contemplative experience of music and Elliott advocates a practical and contextualised approach, is the subject of this article, and aims to contribute to a holistic view of the philosophy of music education.
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Keywords
Filosofia Educação musical Estética Prática Pedagogia Philosophy Music education Aesthetics Practice Pedagogy
Citation
AGUIAR, Maria Cristina (2025) - Educação musical : estética vs prática nas perspetivas de Bennett Reimer e David Elliott. Convergências : Revista de Investigação e Ensino das Artes. ISSN : 1646 - 9054. Nº 35, Vol.XVIII. p. 75-81. DOI: 10.53681/c1514225187514391s.35.303
Publisher
IPCB. ESART