Music Education History

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  • Psalm singing

    Church music suffered because people weren't musically educated due to dealing with the pressures of the new world environment. They were focused on surviving.

  • Singing schools

    Music taught by singing masters who charged a small fee for the education and social aspect people were getting. Music was influenced by Bach, as well as the singing masters' own compositions. There was no true methodology for teaching save the balance of pedagogy and performance.

  • Instruments first allowed in Church (New England)

  • Industrial Revolution

    People were focused on a plethora of new technologies which influenced their drive to try to things such as discovering that Music is just as worthy of study as any other new endeavors are.

  • Music in public education

    Lowell Mason is considered the father of music education as he was able to get tax money put towards funding music education in public education so long as it followed three criterion: intellectual, physical and moral benefit to humans.

  • Eisteddfod

    The first competition held in Pennsylvania by Welsh miners stimulated interest in musical activities and promoted bands.
    Contests eventually had a huge impact by allowing schools to see each other compete lending to a raising of standards in schools.

  • Class System

    Eben Touree studied in Europe and then came back to America with the class system. He founded the New England Conservatory of Music and practiced the class system there.

  • Patrick S. Gilmore's Band

    Band toured many festivals and became the first exposure to mass band, chorus and orchestra.
    Peace Festival (1869)
    World Peace Festival (1872)
    Prototypal Concert Band modeled from Europe.

  • 1870-1930 Band still had to prove itself to School Board

    Golden Age of Town Bands
    Juvenile bands, Industrial bands and college bands near the end of the 18th century,
    John Wainwright's Co-ed Band that promoted togetherness.

  • Benjamin Brothers Musical Academy

    Free education with hopes of attracting more students.

  • Frank T. Benjamin Free Violin School

    led to carnivals

  • Carnival

    The Governor, Superintendent and principals attended as well as 2,500 student participants. HUGE

  • First School Contest/Competition

    Boston
    Singing, Sight-reading, Composition and choral groups competing against one another.

  • From Conservatories to the Class System

    It was realized that it is far more economically efficient to teach multiple students at one time (class system) than to individualize as in conservatories. Class system tested out in England.

  • Turn of the century

    Huge shift: focus shifted to student experience with music rather than just on intellectual goals. However, music was still controlled and watered down to be educational. For example, western classical music was considered the best music to study.

  • Instrumental Music comes to America

  • Band Gains Popularity

    (1921) Music National Conference
    (1922) Committee on Instrumental Affairs
    Both promoted growth in a changing society.
    With leisure time came interest in entertainment and dances needed bands.

  • The Reform of Music Education in Schools

    Dalcroze lectured about this at the Association of Swiss Musicians Conference. He had a sample group demonstrate his technique called Eurhthmics or Rhythmique which is music through movement.

  • All-Kansas Composition Festival

    this was a direct result of the first Eisteddfods. It was such a big competition that elimination rounds were out in place. The idea eventually spread to other states once it gained huge popularity in Kansas.

  • Dalcroze method brought to the US

    by Placido de Montoliu
    The method heightens concentration and focus as well as sharpens the senses through music.

  • Otto Meisner

    Says that even if a child can't sing maybe they can play so don't overlook their artistic value just because singing was the focus in music at this time. He spoke at a conference in St. Louis lending to a greater interest in instrumental music than ever before.

  • Congress closes immigration

    Later it reopened with heavy restrictions asking where people came from and what kind if people they are.

  • Certified Band Directors

    Bandmasters school as well as music education classes at colleges became available to teachers who once had no job due to lack of certification.

  • MENC becomes involved in multicultural education

    The Community on International Relations

  • World War 2

    Completely changed society. Funding went towards science, math and the technologies.

  • Jazz Courses available in 10 colleges

  • Period: to

    Jazz not Legitimized

    Music educators did not see Jazz as "serious" music.

  • Negativity towards Jazz

    Dykema and Gehrkens warned against Jazz corrupting classical musical taste.

  • WW2: Jazz and swing bands= very popular

  • A Collection Of Songs

    by Kodaly
    Kodaly method focused on educating all people to use music in everyday life. He believed everyone could be musically literate and understanding. He also believed that music should be the heart of education.

  • G.I. Bill of Rights

    Helped servicemen complete their education.

  • International Music Council

    Became the International Society for Music Education later in 1953.

  • Need for Education Reform

    Vice Admiral Rickover advocated for "frilly" music to be eradicated. However, Dr. James Bryant Conant advocated for music in conjunction with science, math and technology. The American Association of Schools and Administrations recommended this type of balanced education as well.

  • Some schools incorporated technology

    However it was expensive

  • Gordon Approach to teaching music

    Whole/part/whole
    Audiation

  • Music for Children

    by Carl Orff

  • Young Composers Project

    (Funded by the Ford Foundation)
    Sent composers to public schools on residency but they were unfamiliar with contemporary music.
    Later expanded into - Contemporary Music Project for Creativity in Music Education. Had workshops and seminars on contemporary music as well as analysis, performance and pedagogy.

  • Fight for Music Education Grows

    National Education Association- sponsored the diversity of disciplines which was a major step in legitimizing music instruction as core curriculum.

  • Stage bands offered in 5,000 schools

  • Technology becomes more accessible

    Schools tried programs like the Pilot Electronic Project (1967) which allowed for creative exploration of electronic music.

  • Jazz and Showchoir Movement

  • Yale Seminar

    Only had 5 music educators out of the 31 participants. This meant it received negative reviews leading to a lack of support after its attempt to address problems with music education. How can people who aren't even music educators talk about problems in music education?

  • Kodaly Methood brought to America

    brought by Mary Helen Richards from Hungary when she published her book "Threshold to Music."

  • Northwestern Seminar on Comprehensive Music

    Catalyst for Contemporary Era.
    Virginia Symposium
    These focused on educating teachers on music that was comprehensive instead of just classical. It needed to be updated to the times.

  • Music in General Education

    Published by MENC and saw Music education as conceptual education.

  • Standford Demonstrations

    exposed American educators to the Kodaly method

  • Music was seen as a non-credit course

  • Tanglewood Symposium

    Goal: Define the role of music educators in a time of rapid societal, cultural and economical change thus making adjustments to curriculum for more effective instruction.
    Tanglewood Declaration (report): a key assessment.
    Sponosred by MENC.
    Both the Symposium and the report played a huge role in the evolution of music education in America.

  • First International Symposium on Orff-Schulwerk

    Carl Orff influenced by Dalcroze but combined movement of the body to the voice and to instruments. This type of "elemental music" started in 1924 at the Guntherschule.

  • Northwest Swing Choir Festival

  • American Orff-Schlewerk Association

    Founded in Indiana

  • National Association for Jazz Education

    MENC recognized this organization for its ability to further people's understanding and appreciation for Jazz and other popular music.
    Later became International Association for Jazz Education.

  • MENC

    Founded in 1907 as the Music Supervisors National Conference.
    Turned into MENC and then later into NAfMe.
    Goal: Preserve Music Education in general education curriculum.
    Foundations of the first music standards.

  • First American Orff-Schulewerk Conference

    Held in Indiana

  • $184,000 grant by the Ford Foundation

    To Denise Bacon in order establish the Kodaly Music Training Institute. Other teachers began to travel to Hungary to study the method first hand.

  • Decline in Efforts

    Due to many crisis, such as the oil crisis, funding was taken from Education in general so obviously that meant the arts got nothing so the fight became more difficult.

  • John Philip Sousa Band

    Improved upon Gilmore's work thus creating new standards for concert bands. His band also toured.

  • Journals on the fine line in music education

    There was a discrepancy on whether or not multicultural education encompassed world music (music from other parts of the world) or multicultural world music (music from all parts of the world including America).

  • Schools set up electronic studios

  • Wiggins whole/part/whole approach to teaching

    around the 70s

  • People fight for Jazz

    By the 70s over 70% of schools offered Jazz thanks to people fighting for it.

  • Education Amendment Act

    Made multicultural education a legal requirement. This meant that music had to be studied from all over the world and broadened students' musical knowledge and library.

  • Sourcebook for African and Afro-American Materials for Music Educators

    By Standifer and Reeder
    An example of efforts to expanding multicultural education in Music Education.

  • MENC Minority Concerns Commission

  • International Kodaly Society

    founded at the First International Kodaly Symposium at Holy Names College in California.

  • The School of Music Program

    Served as the framework for music standards even though it could not actually control the standards.
    Described the ideal music program advocating for the requirement of at least one credit of music for all students.

  • Organization of American Kodaly Educators

    Founded to facilitate the growth of the Kodaly method
  • Period: to

    Comprehensive Muscianship materials published

  • Association for Technology in Music Education

    Goal: To mesh emerging technology with current technology.

  • Nation at Risk Report

    This report argued that funding needs to focus on subjects that will raise students to become able in a competitive world community of increasing technology. Argued that if not the US would fall behind economically.

  • Continued advocation for the arts

    College Board Study: showed support for the arts in education.
    Carnegie Foundation for the Advancement of Teaching: Argued that the arts are not a "frill." - E. Boyer

  • Music Education Journal Issue

    Symbolized the shift of multicultural music from world music to music of the American people.
  • Period: to

    Studio Cassettes on Multicultural Teaching

    Contained materials for teaching as well as immigrant stories.

  • Congress on Jazz

    Saw Jazz as a rare and valuable national American treasure.

  • Multicultural Perspectives in Music Education

    By Anderson and Campbell

  • End of the 19th century

    Pedagogical disagreement: Teach by rote or by reading?

  • Standards Put in New Hands

    Downfall continued however there was some good that came out of this decade.
    The Federal Government became involved in education reform once it legally was given the ability to adopt National Education Standards.

  • Diversity increase

    55,000 visas granted annually by this time to countries with the lowest immigration to the US.

  • Symposium on Multicultural Approaches to Music Education

    Important in developing sensitivity to music other than the types most studied.

  • Goals 2000 Act

    Vied for the well-rounded student which meant that music education needed to be a part of core curriculum. Wanted to students to learn about the diverse cultural heritage of the world community. This meant that funding would return to the arts in education.

  • The National Coalition for Core Arts Standards

    Created new arts education standards
    49 states adopted it.

  • Internation Society for Music Education

    Believed that all music is worthy of understanding and study.

  • Technological Institute for Music Education

    Later revised in 2004

  • National Standards for Arts Education

  • Vision 2020/ Housewright Symposium

    Updated version of the Tanglewood Symposium.

  • Partnership for 21rst Century Skills

    This partnership required kids to be prepared to compete in the adult world by following the four Cs: Critical thinking, communication, collaboration and creativity- all which encompassed Music. This was a big step in getting music into the curriculum.

  • Presidential Committe on the Arts

    Incorporated the arts into the White House goals.

  • Centenial Congress of Music Education National Conference

    Many music organizations came together to celebrate music education.

  • NAJE filed for bankruptcy

    Ceased to exist in 2009.

  • Imagination Conversations Project

    Imagination is the staple of education and this includes technology needing the arts and vice versa.

  • Finland Symposium

    Resulted in worldwide interest for the philosophy of music education.

  • NAfMe poll

    Poll on popular music that had both positive and negative responses.