Event Title
Philosophy and Problems of Physical Education: Is Music Education Really All That Different?
Start Date
30-5-2011 2:30 PM
End Date
30-5-2011 3:00 PM
Description
“It is perhaps surprising that there should be a need for a chapter in this book about the aims of a subject that has been a recognized part of education for almost a century” (Whitehead, 2000, p. 7). This sentence is the first in a book about the philosophy of a school subject that is required of all children during their elementary years, yet which becomes increasingly marginalized and fragmented during the secondary schooling years (Capel & Piotrowski, 2000). The subject matter? Physical education. Music education and physical education have long coexisted in schools. Music teachers frequently, but unfairly, characterize the relationship between these two subject areas as a competition for enrollment, student interest, and community support. This competitive situation can be readily seen when schools are forced to choose programs for elimination in the current economic climate (Melton, 2010; White, 2010). A primary purpose of this paper is to highlight philosophical and theoretical commonalities between the two disciplines such that music educators may establish points and arguments in collaboration with colleagues in the physical education profession. It is anticipated that this goal may additionally lead to joint research and philosophical projects in support of a fully liberal education for all students. This paper reviews foundational and current literature in both disciplines to identify parallel and divergent matters concerning pedagogy, sociology, advocacy, and curriculum. Attention is then given to how these issues have been supported by philosophy and theory. For example, there are concurrent discussions about the purposes of musical and physical education, whether they exist for immediate achievement or for lifelong participation. There are debates about the role of instruction for all students (general music and physical education) and more specialized instruction for selected students (performing ensembles and athletic sports). This is further emphasized in discussions about the role of generalized instruction as a potential precursor to specialized instruction. Questions arise about the training of teachers in both subject areas, whether teacher preparation programs should emphasize content expertise or pedagogical knowledge. Other current issues in both fields include gender equity; cultural diversity; the role of local, national and international organizations in the life of the profession; and considerations of instrumental versus pragmatic benefits of an education in the discipline.
Philosophy and Problems of Physical Education: Is Music Education Really All That Different?
“It is perhaps surprising that there should be a need for a chapter in this book about the aims of a subject that has been a recognized part of education for almost a century” (Whitehead, 2000, p. 7). This sentence is the first in a book about the philosophy of a school subject that is required of all children during their elementary years, yet which becomes increasingly marginalized and fragmented during the secondary schooling years (Capel & Piotrowski, 2000). The subject matter? Physical education. Music education and physical education have long coexisted in schools. Music teachers frequently, but unfairly, characterize the relationship between these two subject areas as a competition for enrollment, student interest, and community support. This competitive situation can be readily seen when schools are forced to choose programs for elimination in the current economic climate (Melton, 2010; White, 2010). A primary purpose of this paper is to highlight philosophical and theoretical commonalities between the two disciplines such that music educators may establish points and arguments in collaboration with colleagues in the physical education profession. It is anticipated that this goal may additionally lead to joint research and philosophical projects in support of a fully liberal education for all students. This paper reviews foundational and current literature in both disciplines to identify parallel and divergent matters concerning pedagogy, sociology, advocacy, and curriculum. Attention is then given to how these issues have been supported by philosophy and theory. For example, there are concurrent discussions about the purposes of musical and physical education, whether they exist for immediate achievement or for lifelong participation. There are debates about the role of instruction for all students (general music and physical education) and more specialized instruction for selected students (performing ensembles and athletic sports). This is further emphasized in discussions about the role of generalized instruction as a potential precursor to specialized instruction. Questions arise about the training of teachers in both subject areas, whether teacher preparation programs should emphasize content expertise or pedagogical knowledge. Other current issues in both fields include gender equity; cultural diversity; the role of local, national and international organizations in the life of the profession; and considerations of instrumental versus pragmatic benefits of an education in the discipline.