Music Education in England

John Finney examines the child-centred progressive tradition to create a fresh way of evaluating ideas and practices that have evolved since 1950, that have shaped the lives of music teachers and their pupils, and that have now become disfigured, residual and altogether lost in the light of social, cultural and political change. Finney presents a compelling, analytical account and provides fresh inspiration for practitioners, new challenges for researchers, and a landmark in the field of arts and music education.