History of Music Education in the United States

  • Pilgrams arrive in Massachusettes

    They broght with them the Book of Psalms by the Reverend Henry Ainsworth. It had been written for them in Holland and published in 1612. It had 342 pages and thirty-nine psalm tunes.
  • Boston Bay Settlement

    Popluation starts to flourish.
  • Harvard University Established

  • Bay Psalm Book

    First edtion of the Bay Psalm Book printed. It wasn't until the 9th edition was printed in 1678 that music was published in the book. It held 13 songs for treble and bass. Notation was untraditional and solmization letters were printed where the text would normally have been to help the singers find the correct pithc. First known example of where solmization letters used in theis way in America and it later became a widespread teaching device.
  • First Singing School

    First American school dedicated soley to singing was founded in Boston, Massachusetts. Its main aim was to help students develop skills in reading music and singing in religious celebrations. During the following years, similiar schols were opened in the other colonies.
  • Songbooks with musical notation

  • Jean Jasque Rousseau writes Emil

    Notion that children learn differently from adults.
  • William Penn gives land to those who sought Religious Freedom

    More than 100,000 Anglicans, Catholics, Lutehrans, Mennonites, Moravians, Pietists, and Quackers lived in Penn's colony. Many brought the sophisticated music of Europe with them, and music was an important subject in their schools. CHAME 9.
  • Lowell Mason is Born

  • Singing School of Children

    Founded by Lowell Mason
  • Boston Academy of Music

    The academy not only promoted sining instruction, but also the study of music related to theory. Lowell Mason was one of the founders and wrote and publsed a text title Manual of Instruction in 1834, which was largely influenced by the Swiss-based Pestalozzian System of Education. Several teachers outside the Academy also adopted this text for use in their own classroom.
  • Lowell Mason teaches for free at Hawes

    Mason was allowed to formally teach music to students at Hawes School, marking the start of music education in the American public school system.
  • Music declared a Regular Subject

    Music is declared a regular subject and Mason and his assistants are hired as teachers.
  • Mason named Superintendent

    Lowell Mason named the superintendent of music in the Boston School System.
  • Crane School of Music Founded

    One of the first American institutions to have programs aimed at training public school music teachers. This greatly improved the skills of music teahers and proved that music teachers should receive a high level of traning because only then are they quality music teachers.
  • MSNC Established (now NAFME)

    Music Supervisors National Conference. Outgrowth led by Phillip Haydn from Iowa.
  • FIrst Music Teachers Bulletin

    First music education journal is published.
  • International Society for Music Education

    Purpose was to stimulate music education as an integral part of general education. Believes that every individual has a right to music education.
  • American String Teachers Association

    The American String Teachers Association was formed in order to return orchestras to schools (Bands were increasingly popular due to their high level of visibility in film.)
  • Child's Bill of Rights in Music

    A student centered philosophy was formally proposed by MENC.
  • American School Band Directors Association

  • Sputnik-The Great Space Race

    The United States saw in increase in all education, especially math and science, leaving music in the back.
  • Contemporary Music Project

    Purpose was to make contemporary music relevant in children by placing quality composers and performers in the learning enviroment.
  • American Choral Directors Association (ACDA) formed

  • Yale Symposium

    Music education was criticized. It was held to consider the problems facing music education and propose possible solutions. The National Science Foundation had sponsored science curriculum development in the late 1950's. President Kennedy appointed a Panel on Educational Reserach and Development, which recommended that the K-12 music curriculum of previous decades be examined to dsicover why school music programs had not produced musically literate and active public.
  • Manhattanville Project

    Develops sequential music program. Emphasis on learning through performance.
  • Elementary Secondary Education Act

    This program allowed for workshops and visiting lecturers in the arts. Many poorer schools were able to purchase much needed musical equipment.
  • Tanglewood Symposium

    Response to Yale Symposium. Results in musical requirements in education. The purpose was to discuss and define the role of music educaiton in contemporary American society and to make recommendations to improve the effectiveness of music instruction.
  • GO Project

    35 objectives listed by MENC for quality music education programs in the public schools. It was recommended for music educators to follow.
  • Education Act for the Handicapped Students

    Paves the way for music therapy. The act states, "Students with special education needs are entitled to the same educational opportunities as their typically developing peers." This allowed music therapists to start using more music based activites to foster the development of motor, communication, cognitive, and social abilities in students with special education needs.
  • Ann Arbor Symposium

    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.
  • Becoming Human Through Music Education

    Emphasized the importance of cultural context in music education and the cultural implications of rapidly changing demographics in the United States.
  • Multicultural Symposium in Music Education

    A three-day symposium for music teachers co-sponsored by MENC, the Society of Ethnomusicology, and the Smithosonian Institution, in order to provide models, materials, and methods for teaching music of the world's cultures to school children and youth.
  • National Standards for Music Education

    MENC (now NAFME) first published standards to this effect, which reflect the collective expectations of experienced music educators on what American students should know and be able to do in the arts in a 1974 publication called The School Music Program: Description and Standards. They were later replaced by voluntary national content and achievement standards. The standards set in 1994 were set by The Consortium of National Arts Education and were supported by the Department of Education.
  • Vision 2020

    Examined changing philosophies and practies and predicted how American music education will or should look in 2020.
  • No Child Left Behind (NCLB)

    Standards based education reform baed on the premise that setting high standards and establishing measureable goals can improve individual outcomes in education. In essence, a one size fits all approach. So much attention placed in core subjects, music education programs start to get cut.
  • Tanglewood II

    Reflected on the 40 years of change in music education since the first Tanglewood Symposium of 1967, devleoping a declaration regarding priorties for the next 40 years.