Music-related aesthetic argumentation: Confronting a theoretical model with empirical data
Chapter, Peer reviewed
Date
2015-12Metadata
Show full item recordCollections
- Artikler og bokkapitler [390]
Original version
I: Nordic Research in Music Education. Yearbook Vol. 16 2015, s. 315-326Abstract
ABSTRACT
Based on theoretical considerations about music-related aesthetic argumentation and its relevance for music education, a competence model is presented which links argumentation theory to aesthetics and the philosophy of art. This model of music-related argumentative competence provides a theoretical framework describing how people justify their aesthetic judgments about music. The presented qualitative study confronts the model with empirical data investigating music-related argumentations of three groups (novices, semi-experts, and experts). Participants had to compare two versions of a musical piece and justify their preferences. The arguments brought forward were assigned to the stages of the competence model by deductive analysis. In sum, the model builds a heuristic base, which is suitable for analyzing differences in argumentation qualities; however, difficulties in the categorization of arguments point at some aspects of the model, which have to be further investigated.
Keywords: Aesthetic argumentation, aesthetic judgment, competence model, qualitative study
Publisher
Norges musikkhøgskoleSeries
Nordisk musikkpedagogisk forskning;Årbok 16NMH-publikasjoner;2015:8