Book contents
- Frontmatter
- Contents
- Introduction and Acknowledgements
- Bernarr Rainbow: A Biographical Note
- Part I Five Bernarr Rainbow Lectures
- 1999 Music and the Imagination
- 2000 Music and Eduction: Towards a Non-Philistine Society
- 2001 Music in the School Curriculm: Why Bother?
- 2004 A Provocative Perspective on Music Eduction Today
- 2010 Two-Score Years and Then? Reflections and Progressions from a Life in Participatory Music and Arts
- Part II The 2005 Royal Philharmonic Society Lecture
- Part III A 2013 Perspective
- Part IV Three Views on Music Education
- Part V Two Reviews of Bernarr Rainbow on Music
- Appendices
- Index
2001 - Music in the School Curriculm: Why Bother?
from Part I - Five Bernarr Rainbow Lectures
Published online by Cambridge University Press: 05 October 2013
- Frontmatter
- Contents
- Introduction and Acknowledgements
- Bernarr Rainbow: A Biographical Note
- Part I Five Bernarr Rainbow Lectures
- 1999 Music and the Imagination
- 2000 Music and Eduction: Towards a Non-Philistine Society
- 2001 Music in the School Curriculm: Why Bother?
- 2004 A Provocative Perspective on Music Eduction Today
- 2010 Two-Score Years and Then? Reflections and Progressions from a Life in Participatory Music and Arts
- Part II The 2005 Royal Philharmonic Society Lecture
- Part III A 2013 Perspective
- Part IV Three Views on Music Education
- Part V Two Reviews of Bernarr Rainbow on Music
- Appendices
- Index
Summary
Third Bernarr Rainbow Lecture, given
at the Guildhall School of Music and
Drama, London, 17 October 2001
John Paynter (1931–2010) was born in London, studied at Trinity College of Music, and then took a DPhil at the University of York in 1971. He became a lecturer there under Wilfrid Mellers in 1969, and went on to hold the professorship from 1982 to 1997. He taught in a variety of schools and, through his books, articles and lectures, became an international authority on school music, in particular doing pioneering work in composition and creative music-making. Paynter was also a composer. He gained the OBE in 1985.
In spite of centuries of experience and experiment, the practicalities and benefits of general education – schooling – remain uncertain. Can we sustain the spread of subjects that now make up the curriculum? In particular, can we justify time spent on music, which to many would appear to be a specialised study for the talented? The evidence of past practice suggests that the content of classroom music teaching has not done much to help the majority of people to understand music. Yet making music is manifestly an important feature of our humanity. Are there principles at work deep in the nature of music which explain this, and can those features be exploited as the basis of a musical education which will have value for everyone?
- Type
- Chapter
- Information
- Music Education in CrisisThe Bernarr Rainbow Lectures and Other Assessments, pp. 37 - 56Publisher: Boydell & BrewerPrint publication year: 2013