Analysis of Music Education Rooted in Aesthetic Perception and the Shaping of Students' Core Literacy
DOI:
https://doi.org/10.54097/zyrnwz95Keywords:
Music education, aesthetic perception, core literacy, aesthetic experience, musical understanding, student developmentAbstract
Research will be conducted on how music education based on aesthetic perception promotes the development of students' core literacy. Instead of viewing music teaching as the transmission of isolated knowledge or performance skills, this paper holds that aesthetic perception provides the experiential foundation for students to construct their understanding of music, emotion-response, cultural awareness, expression, and reflective judgment. Based on the main philosophical discussions in music education and some recent studies on music aesthetic literacy, this essay will examine the values of aesthetic listening, participatory music-making, reflective interpretation and supportive classroom climate in contemporary education. In addition, it proposes that the formation of core literacy in music requires balancing perception and practice, individual feeling and social meaning, and classroom experience with long-term cultural inheritance. Therefore, music education will be more effective if we regard aesthetic perception as the foundation of all knowledge, feelings and being, rather than just an add-on to technical training.
Downloads
References
[1] Dewey, J. (1934). Art as experience. Minton, Balch & Company.
[2] Elliott, D. J. (1995). Music matters: A new philosophy of music education. Oxford University Press.
[3] Spychiger, M. B. (1997). Aesthetic and praxial philosophies of music education compared: A semiotic consideration. Philosophy of Music Education Review, 5(1), 33–41.
[4] Reimer, B. (2003). A philosophy of music education: Advancing the vision (3rd ed.). Prentice Hall.
[5] Määttänen, P. (2003). Aesthetic experience and music education. Philosophy of Music Education Review, 11(1), 63–70.
[6] Tan, L. (2020). Reading John Dewey’s “Art as Experience” for music education. Philosophy of Music Education Review, 28(1), 69–87.
[7] Regelski, T. A. (2022). Musical value and praxical music education. Action, Criticism, and Theory for Music Education, 21(1), 15–55.
[8] Mamlok, D. (2017). Active listening, music education, and society. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press.
[9] Lines, D. (2022). Music and aesthetics in education: Towards a contemporary view. Beijing International Review of Education, 4(3), 408–421.
[10] Zhao, L., Huang, W., Han, B., & Wu, X. (2026). Classroom climate dimensions, self-efficacy, and music aesthetic literacy: A mediation study with Chinese non-music major college students. Frontiers in Psychology, 16, Article 1716470.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Humanities and Cultural Studies
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
