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| | Why Music Matters: The Cognitive Personalism of Reimer and Elliott |
 | | Music should be taught, then, because it is a form of nonconceptual cognition that affords a humanising self-knowledge of feeling as a pervasive quality of mental life. |
 | | Musical works, says Elliott, may be viewed in six interrelated dimensions: (1) a performance or interpretation of (2) a musical design that evinces (3) standards and traditions of practice, (4) expressions of emotion, (5) musical representations, and (6) cultural-ideological information (p. |
 | | Music is a multidimensional, diverse, cognitive human activity/construct utilising sonic and other data, and involving two interdependent strata, music making and music listening, informed and demonstrated by musicianship, a rich form of knowledge in action. |
| www.ku.edu /~cmed/private/daugherty.html (3391 words) |
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