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Grashel, John. "An Integrated Approach: Comprehensive Musicianship." Music Educators Journal 79.8 (1993): 38. Web. 

This article addresses aspects of music education that are commonly overlooked in our public school systems. The performance of music, while it may be the primary goal in our schools, is not the only thing to be gained from music classes.

Grashel discusses several different ways to diversify music education.

How practical are these categories?

Is it difficult to get the administration on board with this approach?

Should this style of teaching begin in elementary school or later?

Reimer, B. "Should There Be a Universal Philosophy of Music Education?" International Journal of Music Education 29.1 (1997): 4-21. Web. 

This article sums up four differing philosophies of music education; formalism, praxialism, referentialism, and contextualism. Reimer suggests that a combination of all four types is essential for a complete music education.

It seems like most music classes around the country take a praxial approach to teaching music because students perform more than anything else. Is this true? How is this different in other countries? Is there evidence of other countries being more effective in their approaches that may not be focused on praxial learning?