Abstract
Many papers, articles, and even books are devoted to musical thinking, approaching it from different perspectives. After a long development of the concept, it appears to be most elab- orated in the field of music psychology. However, it also has its representation in aesthetics, ethnomusicology, computer science, and, marginally, in education. Although it receives less attention today than in the past, it still has its own meaning, and its development is also occurring in music education. Musical thinking is being developed in all music education activities, perceptual, vocal, instrumental, musical-motor, and music-dramatic. Although the musical mindsets of performers, percipients, and composers differ, it is possible to contribute to their development in music education lessons by introducing new, optional subjects and adjusting the teaching methods and the classroom climate. The quality of musical thinking influences the quality of musical activities, so it needs purposeful attention.
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