In what decade did the aesthetic approach to music education emerge as a response to the utilitarian approach?

The 1950s mark the emergence of the aesthetic approach to music education as a distinct response to the utilitarian approach. During this decade, educators began to emphasize the intrinsic value of music and the importance of artistic experience in education. This shift reflected a growing understanding that music education should not only focus on practical skills and the functional use of music but also foster an appreciation for music as an art form.

The aesthetic approach prioritizes creativity, emotional expression, and personal connection to music, which contrasts with the utilitarian view that often regards music solely as a tool for social or educational outcomes. The 1950s were pivotal in this transition, resulting in methodologies that integrated listening, performing, and engaging with music as a means of deepening the students' understanding and appreciation of music as an important aspect of human culture.

By understanding the context of this shift, it becomes clear why the 1950s represents a significant moment in the evolution of music education philosophies.