ABSTRACT

Education for music critiques is like a commencement for musical activities; it is the last stage where the values of all sorts of phenomena concerning music are evaluated according to the set of values of aesthetics, social studies and styles, while paving yet another way for new musical activity. The circular structure created by music critiques can serve as a fundamental activity that enables students to enjoy music on their own and proactively cope with the musical environment surrounding them; and thus help them to initiate the creation of original musical lives for themselves. The present study looks at the educational significance of education for music critiquesand suggests a set of procedures for education for music critiques according to the eight types of critiquesie, professional, journalistic, report-style, PR, cultural, analytical, impression, and comparative critiques.

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