. The link of music to moral character and emotions stemmed back to Plato, who postulated that music or the arts was the key to understanding. The humanistic view of music education was consistent with the aesthetic view, and stated that music enables individuals to live stronger, more worthy, and more satisfying lives. Psychology began to take on the task of developing laws to explain the relationship between music and emotion (Jorgensen).
Rideout (2002) reported that over the past fifty years there have been different psychological theories, which continue to influence views of music programs. Early contributions came from the behaviorists. Skinner, (1953) the voice of behaviorism, suggested that learning needs to be positively reinforced and motivation to learn is external. Behavioral objectives were adopted by teachers and principals and children were guided throughout the day with learning activities and behavioral
objectives. External rewards such as contest
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