ABSTRACT
Even though modernist conceptions of music seem to linger in music education, it is not as though alternative conceptions haven’t been proposed. In the 1990s, scholars across a number of areas of music study urged us to reconsider music as a ‘practice’ rather than as an aesthetic object. We can see this in Lawrence Kramer’s Music as Cultural Practice,1 in Christopher Small’s coining of the term ‘musicking’,2 and in David Elliott’s separate coining of the term ‘musicing’ as well as his praxialist philosophy of music education.3
