Boundaries in Music
We have seen in Part I that American education is hurt by the hard. boundaried fragmentation of the arts and aesthetics into separate disciplines and subdisciplines. In Part II, the analysis of hard boundaries is extended to the discipline of music, probably the most fragmented of all the arts in our educational system. Chapter 4, "Fragmentation in the Musical Field," provides a brief sketch of the development and the perspective of each of the many groups of music academics: from musicologists to music theorists and composers to music educators, to performers and conductors. Chapter 5, "Soft Boundaries and Relatedness: A New Paradigm for Understanding Music," discusses the need for a new paradigm of soft boundaries to alleviate the fragmentation in the musical field and reconnect musical concerns with the wider public. Chapter 6, "Soft Boundaries, Autonomist/Formalist Aesthetics, and Music Theory" extends discussion of the need for soft boundaries in music to research and teaching in music theory, recommending a more culturally connected approach to the analysis of music. Further ideas on how to integrate the study of music theory with other aspects of music appear in Chapter 7 of Part III, "Soft Boundaries and the Future," entitled "Integrating History, Theory, and Practice in the College Music Curriculum."