Perhaps a palpable challenge will be in an ongoing understanding and acceptance of purposes, both of services and of curricula, and how we can join forces to achieve these. School music has been going between an aesthetic purpose – art for arts sake – and a functional or utilitarian purpose since the mid-1950s. As an arts discipline, is music statically only aesthetically academic, or only utilitarian for entertainment and ceremonies? This may be were praxis of pluralism thrives: music has many purposes and roles, and it can attract students for any number of reasons. Recreation and leisure service departments, likewise, have engaged a broad range of activities in the service of citizens. The school music profession, led by scholars both questioning and developing our purposes, while realizing a greater need to advocate for the continuation of music in schools, started to argue a broader, more pluralistic philosophy (McCarthy and Goble, 2005). The intersection of history, purposes, and interests serves as a starting point toward a mission of collaboration among flailing institutions in efforts to fully serve our citizens.
McCarthy, M. and Goble, J. (2005). The praxial philosophy in historical perspective. In
D. Elliott (ed.) Praxial music education, pp. 19-51. New York, NY: Oxford