Introduction

Music education seems to be passing through an interesting, if difficult period. Over a decade or so there has been a tremendous proliferation of ideas and suggestions in all branches of the profession. This is particularly noticeable at school level, where the comprehensive ‘problem’, the urban ‘problem’ and the creativity ‘movement’ have caused much soul-searching and re-appraisal of beliefs and strategies. But it is also noticeable among those teachers in higher education and even in instrumental teaching.