Music-related aesthetic argumentation: Confronting a theoretical model with empirical data

Abstract

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