Date
5-20-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Thomas P. Goddard
Keywords
music education, aesthetic teaching method, praxial teaching method, educational framework, music curriculum, student engagement, teaching methodologies
Disciplines
Music
Recommended Citation
Martinez, Jayson, "Comparing Aesthetic and Praxial Approaches to Music Education: Effects on Newark, New Jersey High School Student Achievement and Engagement" (2026). Doctoral Dissertations and Projects. 8509.
https://digitalcommons.liberty.edu/doctoral/8509
Abstract
Music education plays a vital role in a well-rounded educational framework, supporting the intellectual, emotional, and social development of students. Within this field, two prominent pedagogical approaches are the aesthetic and praxial methodologies. The aesthetic approach emphasizes the intrinsic value and expressive qualities of music, while the praxial approach focuses on music as a form of human activity, integrating practical, social, and contextual dimensions. Educators often aim to enhance students’ musical growth by developing skills and understanding through musical engagement. However, the predominance of one method over another has led to discussions about whether students are receiving a fully comprehensive music education. While the praxial method is considered by some to offer broader educational benefits, current research has not definitively established its superiority over the aesthetic approach. To contribute to this ongoing dialogue, this researcher employed qualitative analysis to explore the potential impacts of these teaching methodologies. The goal was to provide educators and policymakers with evidence-based insights that could inform future decisions regarding music curriculum development.
