-
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.
-
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.
-
-
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.
-
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.
-
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. -
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.
-
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. -
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. -
Free education with hopes of attracting more students.
-
led to carnivals
-
The Governor, Superintendent and principals attended as well as 2,500 student participants. HUGE
-
Boston
Singing, Sight-reading, Composition and choral groups competing against one another. -
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.
-
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.
-
-
(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. -
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.
-
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.
-
by Placido de Montoliu
The method heightens concentration and focus as well as sharpens the senses through music. -
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.
-
Later it reopened with heavy restrictions asking where people came from and what kind if people they are.
-
Bandmasters school as well as music education classes at colleges became available to teachers who once had no job due to lack of certification.
-
The Community on International Relations
-
Completely changed society. Funding went towards science, math and the technologies.
-
-
Music educators did not see Jazz as "serious" music.
-
Dykema and Gehrkens warned against Jazz corrupting classical musical taste.
-
-
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. -
Helped servicemen complete their education.
-
Became the International Society for Music Education later in 1953.
-
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.
-
However it was expensive
-
Whole/part/whole
Audiation -
by Carl Orff
-
(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. -
National Education Association- sponsored the diversity of disciplines which was a major step in legitimizing music instruction as core curriculum.
-
-
Schools tried programs like the Pilot Electronic Project (1967) which allowed for creative exploration of electronic music.
-
-
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?
-
brought by Mary Helen Richards from Hungary when she published her book "Threshold to 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. -
Published by MENC and saw Music education as conceptual education.
-
exposed American educators to the Kodaly method
-
-
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. -
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.
-
-
Founded in Indiana
-
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. -
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. -
Held in Indiana
-
To Denise Bacon in order establish the Kodaly Music Training Institute. Other teachers began to travel to Hungary to study the method first hand.
-
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.
-
Improved upon Gilmore's work thus creating new standards for concert bands. His band also toured.
-
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).
-
-
around the 70s
-
By the 70s over 70% of schools offered Jazz thanks to people fighting for it.
-
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.
-
By Standifer and Reeder
An example of efforts to expanding multicultural education in Music Education. -
-
founded at the First International Kodaly Symposium at Holy Names College in California.
-
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. -
Founded to facilitate the growth of the Kodaly method
-
-
Goal: To mesh emerging technology with current technology.
-
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.
-
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 -
Symbolized the shift of multicultural music from world music to music of the American people.
-
Contained materials for teaching as well as immigrant stories.
-
Saw Jazz as a rare and valuable national American treasure.
-
By Anderson and Campbell
-
Pedagogical disagreement: Teach by rote or by reading?
-
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. -
55,000 visas granted annually by this time to countries with the lowest immigration to the US.
-
Important in developing sensitivity to music other than the types most studied.
-
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.
-
Created new arts education standards
49 states adopted it. -
Believed that all music is worthy of understanding and study.
-
Later revised in 2004
-
-
Updated version of the Tanglewood Symposium.
-
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.
-
Incorporated the arts into the White House goals.
-
Many music organizations came together to celebrate music education.
-
Ceased to exist in 2009.
-
Imagination is the staple of education and this includes technology needing the arts and vice versa.
-
Resulted in worldwide interest for the philosophy of music education.
-
Poll on popular music that had both positive and negative responses.