Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
Music is an art form and cultural activity whose medium is sound organized in time. The common elements of music are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics (loudness and softness), and the sonic qualities of timbre and texture (which are sometimes termed the "color" of a musical sound). Different styles or types of music may emphasize, de-emphasize or omit some of these elements. Music is performed with a vast range of instruments and vocal techniques ranging from singing to rapping; there are solely instrumental pieces, solely vocal pieces (such as songs without instrumental accompaniment) and pieces that combine singing and instruments. The word derives from Greek μουσική (mousike; "art of the Muses"). See glossary of musical terminology.
Music education is a field of study associated with the teaching and learning of music. It touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and significant ways, the affective domain (the learner's willingness to receive, internalize, and share what is learned), including music appreciation and sensitivity. Music training from preschool through post-secondary education is common in most nations because involvement with music is considered a fundamental component of human culture and behavior. Cultures from around the world have different approaches to music education, largely due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, and they also show that musical preference is related to the language spoken by the listener and the other sounds they are exposed to within their own culture. Music, like language, is an accomplishment that distinguishes humans as a species.
What we need is to justify coercion, paternalistic control, blame, scolding, and punishment - all of which are less evident in trigonometry class than in a fourth grade learning long division.(...) I have argued that blame, scolding, and punishment in public schools - what I have called "the ordeal" - can be successfully defended. Students have a duty to learn, and can be held responsible for violating whatever rules, policies, or instructions are enforced to ensure that they do so.
Charles Howell - Syracuse University: Education, Punishment, and Responsibility
One whom the music of his own vain tongue
Doth ravish like enchanting harmony.
William Shakespeare, Love's Labour's Lost (c. 1595-6), Act I, scene 1, line 167.
Parents thought it was enough to bring their children into the world and to shower them with riches, but had no interest in their education. There are severe laws against people who expose their children and abandon them in some forest to be devoured by wild animals. But is there any form of exposure more cruel than to abandon to bestial impulses children whom nature intended to be raised according to upright principles to live a good life? If there existed a Thessalian witch who had the power and the desire to transform your son into a swine or a wolf, would you not think that no punishment could be too severe for her? But what you find revolting in her, you eagerly practise yourself. Lust is a hideous brute; extravagance is a devouring and insatiable monster; drunkenness is a savage beast; anger is a fearful creature; and ambition is a ghastly animal. Anyone who fails to instil into his child, from his earliest years onwards, a love of good and a hatred of evil is, in fact, exposing him to these cruel monsters.
Erasmus, “On Education for Children,” The Erasmus Reader (University of Toronto Press: 1990), p. 74