Book Cover -- Title -- Copyright -- Dedication -- Contents -- Figures -- Acknowledgements -- Introduction -- The thesis -- 1 In praise of theory-does it matter what we think? -- Theories of music education -- Traditional values -- Focus on children -- Respecting alternative traditions -- It does matter what we think -- 2 What makes music musical? -- Sound and music -- Responding to expression -- Musical structure -- 3 The arts, mind, and education -- The value of the arts -- The arts as 'different' -- The arts as dreaming -- The arts as play -- Mastery, imitation and imaginative play -- Mastery -- Imitation -- Imaginative play -- The arts and the intellect -- The ultimate value of the arts -- 4 Musical development: the early years -- The concept of development -- The theoretical basis -- Children's compositions -- A first analysis -- Towards a model of musical development -- Mastery: sensory response and manipulation -- Imitation: personal expression and the vernacular -- 5 Musical development beyond infancy -- Imaginative play: speculation and the idiomatic -- Meta-cognition: symbolic valuing and systematic engagement -- Eight developmental modes -- Sensory -- Manipulative -- Personal expressiveness -- The vernacular -- The speculative -- The idiomatic -- The symbolic -- The systematic -- Musical development and musical encounter -- The evolving theory -- Musical development and music education -- Interlude: from theory to practice -- 6 The cultural exclusiveness of music -- Valuing and labelling -- Prejudice and valuing -- Musical boundaries -- The impediment of new sounds -- The impediment of alien expressive character -- The impediment of difficult structure -- Removing the labels -- 7 Music education in a pluralist society -- Transcending cultures -- Transformation and reinterpretation -- An inter-cultural attitude.

The aim of inter-cultural music education -- Beyond the classroom -- 8 Instruction and encounter -- Classification and framing -- Musical instruction -- Musical encounters -- Encounter and the curriculum -- Tacit knowing -- Two examples from music education -- Two descriptions of encounter -- 9 Generating a curriculum and assessing students -- In summary -- Pupils evaluate the music curriculum -- The problem of progression -- Concepts or features? -- Assessment in the arts -- Developing musical criteria -- Outside of the timetable -- References -- Index.