Abstract
The value of joy in music education through composing (interrelated with performing, improvising, and listening) is proposed. Two types of joy experienced by the composer are discussed: cognitive emotion, or emotion in response to thought; and emotional cognition, or thought centered on emotion. While the Western classical tradition can effectively bridge to other musical traditions when approached joyously and ecumenically in whatever musical traditions teachers and students are immersed, composing constitutes a powerful means of knowing joy and a metaphor for music education.
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