By Lars Brinck
Dissolving artistic and educational dichotomies in music education
Music education discourse often dichotomize musicians as poor teachers versus music teachers as poor artists. However, opposing two such deeply interrelated and entwined domains within music education is problematic for the quality and hence the impact of music education.
Initiatives such as ‘visiting artist programs’ aim at strengthening the role of arts in schools but may hold similar dichotomizing tendencies. Widening our conception of what constitutes learning may prove a viable way to resolve this predicament.