Understanding the Critical Process: A Model of the Music Critic's Thought

Abstract

The reform movement that began its sweep through the educational world in the eighties forced the music education profession to examine and reconcile what it says it does with what is actually done. One lasting result of the reform process is that the goals of music education continue to come under the scrutiny of the public and state legislators who seek evidence to support our assertion that music instruction in the public schools does make a difference. The purpose of this article is to formulate a model for the musical thinking of a particular kind of musical thinker, the music critic, as one way to begin peeling back the layers of mystery surrounding musical thought. The model proposed here may broaden educator's way to conceive of thinking in the arts and provide the necessary first step in the process of formulating a conception of musical thinking

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