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Abstract

To address the issues related to integrating the arts, or more specifically, music, into the school curriculum, this article reflects on the “traditional way” of thinking of the arts and some of its consequences. This so-called “traditional way” reveals a dualistic logic reinforced by modern epistemology, which divides, among other things, music and daily life, arts and science, seriousness and pleasure. A critique of the current logic, this article is an invitation to pervert the norm and embrace: (a) the complexity of reality; (b) a broader notion of music and music education; (c) dialogue and subjectivity in music classes, exercising the possibilities that may arise therefrom. As a resource aligned with these ideas, the paper concludes with a brief overview of a theory developed by Dr. Susan O’Neill, Transformative Music Engagement (TME), that represents a paradigmatic shift in traditional thinking.