The rights and wrongs of school music: a brief comment on Malcolm Ross's paper

Abstract

In this article consideration is given to some of the issues raised in Malcolm Ross's provocative critique of music education and music educators (TJJME, 1995, 12, 185–201). Ross's claim that there is empirical evidence to support a view of school music as a failing arts subject requires closer examination and critical evaluation. Whilst his contention that the arts subjects cannot really be taught in schools is both interesting and challenging, teachers will question some of Ross's underlying pedagogical and aesthetic arguments. They are also likely to conclude that he pays insufficient attention to the many developments that have taken place in the theory and practice of music education.

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