In recent years a number of educationists have emphasised the importance of developing clearer theoretical principles as a basis for more effective music teaching in schools. Whilst all practice operates against a background of ideas, values, principles and pro- cedures which might be said to constitute a theoretical position, it needs to be recognised that the relationship between educational theory and practice is not as straightforward as is sometimes sup- posed. Ultimately it is teachers who develop curricula and pre- scriptive statements about practice should not be accepted without some sort of critical examination.
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