ABSTRACT
Class music lessons today reflect the wide variety of methodologies that have been devised by musicians and educationists during the past hundred years. Some teachers favour 'traditional' approaches based on performance activities, the acquisition of conventional aural and literacy skills and acquaintance with the works of the great European masters. A number of influential Victorian churchmen and educational reformers advocated musical instruction in the elementary schools; music was valued for religious, social and moral reasons, and the class singing lesson became a regular and popular feature of the curriculum. The limitation of traditional and progressive styles of music teaching is that both can become narrow and exclusive. Music is now a foundation subject of the National Curriculum; this is some 'official' recognition of its value as part of a broad and balanced education. Teachers, parents, governors and members of the public recognize and value the contributions music and the arts make to the quality of the educational environment.
