Abstract
Music history is part of artistic society that integrates performing arts into cultural heritage. Educational curriculum values music history, and numerous theories have been proposed to teach musicology in K-12 settings (Thompson, 2023; Davis, 2019). Musical society tends to standardize music history and separate the historical occurrences into stylistic periods, which often simplifies curriculum and instruction. This study extends the education framework that the systematized educational methods limit musicological knowledge (Bresler, 2021). Listeners’ appreciation for music history extends beyond traditionally-set stylistic boundaries. This study argues that understanding musical societies through music history requires focusing on music as an art rather than music as an educational form and eliminating the stylistic boundaries set by pedagogical standards. Music, seen as a societal art rather than a study, evokes a developed set of principles and ideas necessary to perceive history and evaluate its existence among listeners and enthusiasts.
Presenters
Yingshu WangMusic Research Intern, Department of Music, North America International School, Shanghai, China
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Art, Education, Heritage, Interpretation, Musicology
