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American education and culture are suffering from a terrible, soul-numbing imbalance, in which there is an overemphasis on basic, quantifiable skills and knowledge and a de-emphasis of more creative areas of the humanities, especially the arts and aesthetics. Detels indicates that the marginalization of the arts and aesthetics in American education has been caused by a hard-boundaried paradigm that has come to dominate American education. According to this paradigm, the arts are wrongly viewed and taught as separate, unconnected disciplines of music, visual arts, dance, and theater, while their intimate connections to each other and to aesthetic experience and life in general are completely unrepresented.
The way out of this crisis is to change paradigms, from a hard-boundaried, single-minded valuation of specialization to a more soft-boundaried curriculum that allows for specialized education in individual art forms as well as widespread interdisciplinary integration of the arts with each other and with general education at the K-12 and college levels. Without such a change, we will be unable to equip our students with the necessary skills to understand and communicate about the increasingly complex, sensually immersive artistic media and forms of the future.
Sommario
Preface
Introduction
The Boundaries of the Arts and AestheticsHard Times, Hard Boundaries
Uses of History in Some Recent Aesthetic Writings
Boundaries in MusicFragmentation in the Musical Field
Soft Boundaries and Relatedness: A New Paradigm for Understanding Music
Soft Boundaries, Autonomist/Formalist Aesthetics, and Music Theory
Soft Boundaries and the FutureIntegrating History, Theory, and Practice in the College Music Curriculum
Towards Integrative, Interdisciplinary Education in the Arts and Aesthetics
Virtual Reality and Aesthetic Competence in the 21st Century
Info autore
CLAIRE DETELS is Professor of Music, University of Arkansas, Fayetteville.
