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Abstract

Musical-aesthetic education represents an essential hallmark of schooling due to its substantial contribution to society and culture. As understood here, musical-aesthetic education means to make musical-aesthetic situations possible, resulting in musical-aesthetic experiences. In his recently published postdoctoral philosophical thesis from 1930/31 Günther Anders - influenced by Edmund Husserl and Martin Heidegger - comprehends the musical situation as a transformation of the human being into one of his dimensions, that finds reification only in music. Building on this theoretical work the musical-aesthetic situation as a basis for music education processes and its contribution to developments of approaches of musical- aesthetic education at the primary school level will be discussed. By means of guided expert interviews, the meaning, status and practice of music education at the primary school level is examined from the perspective of instructors at the Teachers Colleges and professors at Universities in Upper Austria. It will be shown that aesthetic education should be strengthened as an interdisciplinary tool at primary schools. In order to make musical-aesthetic education possible for all pupils in modern migration societies, new ideas are needed for the aesthetic learning milieu. Furthermore, both the theoretical examination of the topic as well as the empirical results of this paper should raise greater awareness for the inherent worth of musical-aesthetic education.

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