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AndrzejMichalski
-ThePolishSecondRepublicuntil1947,thegeneralstage;
-from1948to1956,thefrozenperiod;
-from1956to1964,theperiodofhope;
-from1965totheendofthePolishPeople!sRepublicandthelastdecadeof
thetwentiethcentury,theperiodofexcessivedidacticism.
Attheendofthetwentiethcenturyandatthebeginningofthetwenty-first
centurywehavenotfullyestablishedbutoverlappingandcomplementaryedu-
cationalconcepts:
–timelesseducationalidealsofmusicartintheSecondPolishRepublic,
–Herbart!saxiologicalandpedagogicalattitude,
–idealsofpersonalisticeducation:apersonwhopreservesaphysical,intel-
lectualandmoralpotentialand
–Devey`sspreadingand,unfortunately,prevailing–pedocentrism.
Itshouldbenotedherethatnumerousmodernmusicteachersmadeefforts
tocreateascientificplatformforthewholeartisticactivity.Intheintroductionto
hisworkPolihymniaucząca(EducatingPolihymnia)JanProsnakwrote:HThebook
discussestwoissues:teachingmusicandmusiceducationinPoland...Teaching
musicisadisciplinewhichaimsatvocationalstudies,musiceducationhas
awiderrangefrequentlyeliminatingtheprofessionaldirection”22.Icallthese
twoexpressions:teachingmusicandmusiceducation,whichareoftenthesource
ofconfusioninterminology,musicpedagogy.Usingthisterm–musicpedagogy
–notconfusingtheterms,wecantalk:
–aboutthesystemofmusiceducation,trainingprofessionalmusiciansand
teachersandtheteachingprocess
–and–inbroadpedagogicalcontext–abouttheimpact,idealsandpurposes
ofeducatingthroughart,namelyshapingbothanindividualandthe
wholesociety.
However,theoverriding,generalandtargetintentionwastoacceptthespe-
cificsofmusicpedagogyasascientificdiscipline.Pedagogyofmusicwouldbe
abranchofsciencewithacompactandsystematicsystemofconcepts,theorems
andmethodologies.
IwillremindthearrangementsthatweremadeduringtheconsecutiveCon-
ventionsofMusicPedagogyattheAcademyofMusicinGdańsk(2012).They
determinedtheidentityofpedagogyofmusicthroughthefollowingparadigms
andcharacteristics:
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22J.Prosnak,Polihymniaucząca...,p.7.