Paul Louth is Professor of Music Education at Youngstown State University.

• 1. Introduction  2. Why Form?  3. Music Education and the Objectivity Problem  4. From Consumptive to Critical, Productive Listening  5. Creativity, Critique, and the Freedom Problem (Improvisation, Composition, and Interpretive Performance as Reified Forms)  6. Form and Content: Some 'Higher Altitude' Examples  7. Critical Formalism and Music Teacher Preparation

‘There is no doubt that this is an absolutely outstanding example of scholarship of the highest quality, making an original contribution and taking forward the philosophy and sociology of music education in pertinent directions for the 21st century.’ — Lucy Green, Emerita Professor of Music Education, UCL Institute of Education, UK

Paul Louth is Professor of Music Education at Youngstown State University.

• 1. Introduction  2. Why Form?  3. Music Education and the Objectivity Problem  4. From Consumptive to Critical, Productive Listening  5. Creativity, Critique, and the Freedom Problem (Improvisation, Composition, and Interpretive Performance as Reified Forms)  6. Form and Content: Some 'Higher Altitude' Examples  7. Critical Formalism and Music Teacher Preparation

‘There is no doubt that this is an absolutely outstanding example of scholarship of the highest quality, making an original contribution and taking forward the philosophy and sociology of music education in pertinent directions for the 21st century.’ — Lucy Green, Emerita Professor of Music Education, UCL Institute of Education, UK

Paul Louth is Professor of Music Education at Youngstown State University.

• 1. Introduction  2. Why Form?  3. Music Education and the Objectivity Problem  4. From Consumptive to Critical, Productive Listening  5. Creativity, Critique, and the Freedom Problem (Improvisation, Composition, and Interpretive Performance as Reified Forms)  6. Form and Content: Some 'Higher Altitude' Examples  7. Critical Formalism and Music Teacher Preparation

‘There is no doubt that this is an absolutely outstanding example of scholarship of the highest quality, making an original contribution and taking forward the philosophy and sociology of music education in pertinent directions for the 21st century.’ — Lucy Green, Emerita Professor of Music Education, UCL Institute of Education, UK