Whose aesthetics? Public, professional and pupil perceptions of music education

This paper considers views of music education from beyond the mainstream of academic discussion, focusing on three areas: 1) recent media discussion of the neurological effects of music learning; 2) surveys of professional reflections on the role and identity of the music teacher; and 3) pupils' perspectives on the music curriculum, including their suggestions for its modification. It is concluded that these diverse sources, often neglected in research reviews, offer a diversity of purposes and values for music education, whilst sharing a commitment to its place in the lives of young people. Further research is called for, which recognises the validity of these multiple perspectives, and draws attention to the wealth of experience and expertise to be found in everyday teaching and learning in music.