The historical context of instrumental teaching

Abstract

This chapter traces the development of music instrumental education, particularly in western cultures, since the nineteenth century. Its purpose is to provide an analysis and description of how particular pedagogical approaches, underpinned by epistemological and ontological assumptions rooted in western art music, have achieved pre-eminence, such that they are rarely questioned or problematised. It will also consider the impact such models have had on the way music is learned around the world, particularly considering the role of graded examinations.

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ORCID for Erin Johnson-Williams: orcid.org/0000-0002-3305-5783

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