A Philosophical Theory of Music Education with Musical Creativity at Its Core

Abstract

Everyday living includes music. Music's capacity to evoke emotion is unique. A music curriculum should improve every student's aesthetic experience. Aesthetics studies art and the senses. Music is intelligent. Aesthetics helps us understand ourselves, which boosts intellect. These intelligences are developed via music instruction and may be applied to other topics to help pupils progress. Music is creative, as is everything of human life. Learning an instrument, playing, creating, and improvisation involve creative thinking and activity. Given its complicated phenomenology and range of forms, understanding musical creativity is a tough task of musical mind studies. The concept of creativity is multifaceted and rather nebulous. Examining the nature of creativity as a concept is required before attempting to foster creative thinking in students through music instruction. It is possible that misunderstanding and, ultimately, a loss of the term's meaning have arisen as a result of the extremely widespread usage of the term over the past fifty years in a variety of academic subjects, including philosophy, the arts, psychology, education, and science.Neural, social, cognitive, and behavioral resources Clarifying musical originality needs a conversation between theory, experiment, and ordinary music-making. In this research, we discussed music education philosophy and musical creativity.