MUE 6080 Module 1 Reflection Post: Music and Morality

Plato had strong beliefs concerning the effects of music on human behavior. Specifically he correlated a proper music education with individual harmony that allows humans to have a noble love for others. While attempting to understand trends and beliefs in music education concerning human behavior I reviewed two articles dating 58 years apart. Both articles are written by individuals very familiar with music education and both were published in professional journals. The following is a summary of their details in comparison to each other and to Plato’s beliefs of music education and personal character.

Earl Enyeart Harper composed an article for the Music Educators Journal in 1954 titled “Moral and Spiritual Values in Music Education.” Harper makes clear the difference between moral values (rules and practices) and spiritual values (authority for the rules), but details the necessity of music educators to strive to obtain high levels of both. It is the strong belief of the author that citizens in general should hold true to these moral and spiritual values in a time when increased leisure activity “breeds a new crime wave.” Even further, music educators have “a matchless opportunity to lead those whom we educate into an experience of discipline, high moral purpose and conduct, and spiritual growth.” Consequently, music educators who do this will “deserve to be numbered with the prophets, priests and seers as benefactors of the race.” While the above mentioned examples would likely not be suitable for a modern professional educators journal and also did not align with Plato’s views, the article did list several reasonable examples of what a proper music education can offer students. This list included attributes such as responsibility, cooperation, courteousness, enthusiasm, and pride.

Randall Everette Allsup wrote an article titled “The Moral Ends of Band” for the journal Theory Into Practice in 2012. The main point of the article focused on how the instrumental public school band program is the ideal space for moral exercise and growth for students. Allsup notes that the natural position of band, at the intersection of art, community, self-interest, and public schooling, creates the perfect place for students to obtain a moral education that shapes and directs them to who they wish to be. The belief shared by this author, and Plato, that music education can naturally lead to positive moral development in students takes the focus away from the teacher. Opposite from the article by Harper, Allsup believes the conductor’s podium should be a focal point, but not the focal point. In addition to heightened director focus, another area of concern listed by Allsup is the negative effects external valuation (i.e. band competitions and rating systems) has on moral education.

 While the two articles described varying environments for which moral values could be obtained by students in music education, one thing is agreed; music education is in a unique position to offer students the opportunity to achieve a harmonious soul through the art form.

Allsup, R. E. (2012). The moral ends of band. 
Theory into Practice, 51 (3), 179-187.

Harper, E. (1954). Moral and Spiritual Values in Music Education. Music Educators Journal, 13-57.