This research essay examines four approaches to music education used in Australia today: Orff Schulwerk, the Kodaly System, Dalcroze Eurhythmics and Suzuki Talent Education. Each of the music education approaches is summarised and their underlying philosophies are examined. The manner in which they are applied is illustrated and an evaluation of each of the approaches is discussed. The positive and negative aspects of each is compared. The conclusion that ' feeling' ought to precede intellectual understanding in a holistic music education program leads to a construction of an approach incorporating the positive aspects from the current methodologies to music education.