This paper examines the nature of musical knowledge as it impacts choral curriculum development. The author suggests that musical knowledge is broader than the mere recitation of facts and therefore argues for a praxial conception of musical knowledge. Based on David Elliott's philosophy of music education, the author suggests that the choral curriculum emphasize process over product and explores ways that constructivism may inform the delivery of choral music instruction.
"Musical Knowledge and Choral Curriculum Development,"
Visions of Research in Music Education: Vol. 4, Article 11.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol4/iss1/11