Musicing, listening, and musical understanding

Abstract

If teachers want to develop intelligent music-listeners, then music education ought to be centrally concerned with teaching children to perform music well. Many contemporary thinkers, Including Howard Gardner and Peter Kivy, make the same point. But how do performing and listening interact? And in what ways do these abil ities contribute to or constitute musical knowledge and under standing? This article develops answers through a philosophical probe of music-making and music-listening.

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