Music performance instruction as aesthetic and integrative education: Defining its role in music education and Christian education

The focus of this philosophical research is the decline in music performance quality in both public and religious educational systems. An integral concern of this study is the underlying justification for performance--aesthetic and integrative development. This research undertook the task of evaluating materials related to aesthetic experience and education and their relationship to music experience and education. Though these areas have received much attention and thought, there has been insufficient thought to consider these areas for the purpose of qualitative improvement in music performance.;Tremendous external barriers were identified which hinder quality performance in educational systems. The internal deficiency of the performance class is the lack of educational content beyond technical development--specifically, aesthetic content. Due to philosophical disunity between music education philosophers and practicing music educators, it appeared that music performance should be a peripheral element in aesthetic music programs. This study attempts to philosophically unite aesthetic goals with the performance class, defining music performance as being central to the goals of aesthetic music education, equipped to provide direct contact with the aesthetic elements of music. However, there is a specific philosophy and methodology needed for the performance class to achieve aesthetic goals. This research attempted to construct and present the needed philosophy and methodology. It does appear that aesthetic consideration and treatment of the performance class will have a significant impact on the qualitative deficiencies of these groups. A strong correlation is expected between aesthetic teaching which focuses on understanding the content of music, coupled with technical proficiency, and high quality performance.;This research called for and provided the unique purpose and tenets of music education for Christian education. While the justifying purpose of music in religious life is creative activity, its function, in a sense, is aesthetic growth. The effort to infuse aesthetic music education in the church will have a significant impact on spiritual emphasis and performance quality. Church-related colleges must implement music programs which support a consistent emphasis on music education and aesthetic growth. These colleges should educate future musicians to implement aesthetically oriented music programs in the schools and churches.