The common denominator: the case for an anthropocentric music education

Journal article

In the words of Eric Lewis, “approaching Afrological musics from the theoretical perspective of a Western aesthetic…yields not only a lack of understanding…but can have pernicious political and social results.” In this paper, I demonstrate the relevance of this statement to the British Music classroom. In Part One, I outline the current state of the UK’s Model Music Curriculum and seek to identify its underlying ideology. Part Two offers a survey of how the universal understanding of music as a series of autonomous products generates a prescribed set of criteria for musical evaluation. By ascribing idiosyncratically European notions to our evaluation of music on a universal scale, we are left with an incomplete understanding and appreciation of music not conceived according to this ideology. Looking to the future, Part Three suggests how we might approach music in a fair and germane way via a transfer of emphasis from the musical product to the people involved in the musical process. I name this an outside-in approach to music, and consider it a universally applicable and fruitful mode of musical analysis—people are, after all, the common denominator for music-making. By beginning with the social and cultural conditions in which musicians create, students are equipped with a multiplicity of lenses through which they can better appreciate the value and beauty of musical cultures both near and far.

Authors: Davisson, K

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Cambridge University Press
• Journal: British Journal of Music Education
• Volume: 42
• Issue: 3
• Pages: 317-325
• Publication date: 2025-04-11
• DOI: 10.1017/s0265051725000099
• EISSN: 1469-2104
• ISSN: 0265-0517
• Language: English
• Keywords: musical evaluation; aesthetics; suprasocial phenomenon; decolonisation; Universal values