Music education as symbolic action: critiquing Western music education rhetoric

Abstract

This paper examines Western music education through Kenneth Burke's dramatism, revealing how traditional pedagogical practices function as symbolic actions perpetuating cultural hierarchies and conservative ideologies. We argue that institutionalised music education employs rhetorical mechanisms conflating scientistic and dramatistic approaches to music, particularly through repertoire selection and error correction. These mechanisms position certain works as inherently “correct” while othering alternatives, maintaining cultural supremacy that privileges Western Common Practice traditions and potentially limiting students’ creative development and contemporary career opportunities. We demonstrate how institutions tacitly deploy these mechanisms, creating self-perpetuating musical conservatism that disconnects students from industrial practices and innovation. In response, we propose the Shared Music Vocabulary (SMV) as an alternative framework acknowledging music education as rhetorical symbolic action entangled with social, political, and cultural identities. This approach prioritises intellectual property generation and embraces multiple disciplines simultaneously, offering more inclusive and industrially relevant music education.