It is the school band, comprised of a plurality of students – amateurs – who are participating for many different reasons. Kaplan (1966) refers to Reimer and says that we weaken the position of music education when we provide unnecessary rationale for it. He continues that the uniqueness of the aesthetic is what provides a contribution, not words; we are involved with subjective experiences. I know this, I support this, and yet, I still get sidetracked with the notion of justifying our time together, progressing, and pushing students to more and more.
An importance of music education is that it needs renewed affirmation. Kaplan identifies an example of incomplete justification for music education through specific outlined objectives. They include such things as “unify and stimulate group morale”, “stimulate general interest in musical activity”, “encourage and stimulate some form of music for every child”. He calls these justifications byproducts to a appease administrators and school boards and the like. They are used because they are measurable by instruments of social sciences, and therefore, are used as unnecessary rhetoric.