Music for health, development and conflict resolution: Photo documentation from Lebanon

Abstract

How we think about music education has changed significantly since ‘singing’ was implemented as a school subject in Norway more than 200 years ago. At that time, it was decided that schools should provide all children with some training in singing to improve the quality of song performance in church. What was then called ‘singing or song’ as a school subject we today call ‘music’. But more profound changes have taken place: Music is increasingly taught outside the classroom. Today, music schools, conservatories, departments of music and music academies together establish a chain of values that helps maintain a rich and varied music life in society and provides both quality and cultural diversity. Another shift has gradually occurred: Music is not only taught and practiced because of the implicit musical value and skill involved, but we engage in music because it provides personal and social benefits.