A “culture-historical” position in music education

This article is a follow-up of a thesis from September 2003, where the subject was how music education could be understood from a “culture historical” point of view. The purpose of the this research was to find out if, and in that case in what way, Lev Semonëvic Vygotsky’s pedagogical and psychological ideas could contribute to music pedagogical discourse in Scandinavia. The overall conclusion was that Vygotsky’s theory could be a big opportunity considering problemizing music pedagogy.
In the thesis postulates that music can describes as a sort of language that characterizes by its “synthesis of rhythm and meaning”. To understand the cultural meaning in music, the man has to transforms “musical ability” to “higher psychological processes”, through internalization of “music” A primary bond does not connect thought and music. A connection originates, changes, and grows in the course of the evolution of thinking and music. Musical ability is a phenomenon of musical thought, or meaningful music - a union of music and thought. From a “cultural-historical” point of view is “the development of musical ability” the most important task in musical education. In the thesis is this task connected to Vygotsky’s concept of “The zone of proximal development”.
In the article reaches the question whether the “confrontation” of different theories can qualify the relation between music pedagogy as a science, and the practice of music education, in Scandinavia.