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Greeks saw music education as a way to foster critical cultural values and traditions rather than as a stand-alone section of education.
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Pilgrims arrived in America searching for a place where they could practice their beliefs without fear of religious persecution.
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Massachusetts School Law of 1642 required town officials to compel parents to provide their children with elementary education.
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The second schooling law to be passed, Massachusetts School Law of 1647, required that each township of at least fifty families a teacher for their children and that reading and writing be taught.
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Church singing had degenerated so much, singing schools began to spring up. Singing schools had a Singing Masters which taught vocal Techniques, rudiments of music, and music notation. These schools were seen as a kind of "night school" where whole communities would attend.
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Church singing had degenerated so much, singing schools began to spring up. Singing schools had a Singing Masters which taught vocal Techniques, rudiments of music, and music notation. These schools were seen as a kind of "night school" where whole communities would attend.
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Lowell Mason approached the Boston School Committee board of education with the notion to include music in public schools. This instruction was supported by tax dollars and the board justified the action with three reasons: meet the criteria of being intellectual, morally, and physically beneficial to children.
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Turn of the 20th century, educators moved toward focusing more on child development as well as helping children learn to enjoy music.
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Cold war begins causing American culture to change rapidly causing difficulties in knowing how to prepare for the future especially with scientific fields and social sciences advancing.
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Congress authorized the funding for the NACE to address the countries education problems; Mandated to address illiteracy, the relationship between school dropouts and juvenile delinquency, special instruction for AP student, etc.
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The Russian launch of Sputnik caused the education focus to shift more to math/ science as the United States was fully invested in the arms race, redirecting away from the arts.
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NSSE published a commissioned book where Allen Britton cited historical justification for music education and criticized the practice of referring to the utilitarian values of music.
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Conference held to address the problems of science education. Marked a new trend in education planning and generated many other curriculum studies.
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AASA recommended a more balanced curriculum that included music. drama, painting, poetry, sculpture, and architecture as CORE subjects.
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Waldrop submitted a grant application to the U.S. Office of Education to acquire a large body of authentic music for students. The Reference Library consisted of 384 pages and was so large more than one volume had to be published.
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Project on Instruction involved scholars in all disciplines, and identified priorities that included skills in reading, composition, listening, speaking, creative and disciplined thinking, and "fundamental understanding of the humanities and the arts, the social sciences, and natural sciences." This support for music education legitimized music instruction.
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The purpose was to identify and address problems facing the music in American schools. The participants recommended that the basic goal of the K-12 music curriculum should be musicality, an all-encompassing term intended to include creativity, a broader repertory and performing experiences, improved instructional practices, keyboard instruction, and basic musicianship, as well as theory courses.
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Tanglewood Symposium was to define the role of music education in American society. The Symposium played a major role in the evolution of American music education by finding ways to respond to the changing needs of society.
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The project, led by Paul Lehman, identified areas of responsibility to which goal of the Tanglewood Symposium would be assigned. Narrowed down the broad scope to eight goals which were divided into two commissions.
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this strain on economy ended a period of government research and development. School enrollment declined, block schedule was implemented, and fewer students could take music in school. Overall school reform was in need.
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Bennett Reimer's A Philosophy of Music Education explains the importance of approaching music education with an aesthetic experience where the learning is more personally meaningful, involves more feeling, and has no practical utilitarian purpose.
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National Commission on Excellence in Education released reform calling for education reform on a national level.
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National Standards for Arts education released and adopted by 49 states, which guided K-12 curriculum development in the arts. Federal level held up these standards as well.
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Music Matters gave a praxial approach to music education where the focus was on creativity, musicality, nature of understanding music and seeing music as a human activity rather than an aesthetic object.
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Music for All Foundation reports on the status of music education in California schools. Found that music education in all Ca;California public schools dropped by 50%.
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The updated version of the 1994 Standards clarify curricula by grade as well as embrace new technology, art, pedagogy, and modes of learning.
