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Settled by English Calvinists, became Boston
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Used in Calvinist churches, first book published in British North America, contained no musical notation until 9th edition (1698)
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Compelled education for all children, placed the burden on parents
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Required education and schooling and affirmed the right of the state to determine content and scope
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Destabilized colonies and weakened compulsory school laws
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Created to address poor quality of congregational singing
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Composed by William Billings (1746-1800) most famous composer and singing school master. Included "Chester"
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British colonies shifted over the course of the was before they became states. Jurisdiction over education was granted to the states, not the federal government.
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Conflict between public schools for the poor versus private schools (mostly religious). Dual system persisted in the southern states.
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Co-authored by Lowell Mason and set off a string of other series
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Began teaching music formally in an upper elementary school 1837-38. Boston School committee approves the inclusion of music in the curriculum. The beginning of permanent public school music instruction.
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Massachusetts led the way, with most states following, however, mostly ineffective and not enforced
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Founded by Julia Crane in Potsdam, NY
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The precursor to MENC(1934)/NAfME(1998)
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Introduced music listening in addition to singing in schools
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Awareness of illiteracy of soldiers helped to strengthen compulsory schooling.
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Belief that universal schooling was critical to democracy, helped lead to increased enforcement of compulsory school laws
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Returning soldiers being educated by GI bill and flooded into the band field.
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Music philosophy created by the MENC and pushed to its membership.
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School band movement becomes organized.
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Also launched a race to improve science and math education to the detriment of music and the arts
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Sought to put quality composers in the classroom to make contemporary music more relevant to children.
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Choral movement becomes organized.
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Under the Kennedy administration, included arts education
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Federally supported development of arts education focusing on quality music classroom literature.
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Federal financial support and recognition of the value music has in society.
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Establishment of a unified and ecletic philosophy of music education. Specific emphasis on youth music, special education music, urban music, and electronic music.
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35 Objectives listed by MENC for quality music education programs in public schools. Published and recommended for music educators to follow.
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Emphasized the impact of learning theory in music education in the areas of: auditory perception, motor learning, child development, cognitive skills, memory processing, affect, and motivation.
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"The Wesleyan Symposium on the Perspectives of Social Anthropology in the Teaching and Learning of Music" (Middletown, Connecticut, August 6-10, 1984). Emphasized the importance of cultural context in music education and the cultural implications of rapidly changing demographics in the United States.
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Growing out of the awareness of the increasing diversity of the American School population, the three-day Symposium for music teachers was co-sponsored by MENC, the Society for Ethnomusicology, and the Smithsonian Institution, in order to provide models, materials, and methods for teaching music of the world's cultures to school children and youth.
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For much of the 1980s, there was a call for educational reform and accountability in all curricular subjects. This led to the National Standards for Music Education introduced by MENC. The MENC standards were adopted by some states, while other states have produced their own standards or largely eschewed the standards movement.
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Examined changing philosophies and practices and predicted how American music education will (or should) look in the year 2020.
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Federal education policy that led to the standardized testing movement.
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Reflected on the 40 years of change in music education since the first Tanglewood Symposium of 1967, developing a declaration regarding priorities for the next forty years.
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Further emphasized STEM and standardized testing.
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Created in response to the Common Core
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Tried to be more flexible in types of testing and gave more control to the states.
