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Music education was one of four central disciplines of the arts for males. Boys were taught music in school on the lyre and aulos (early oboe) as well as in choirs. Choral singing was a regular part of life for citizens. Choirs of this time period would represent certain tribes, and would compete at ceremonies.
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Over time, the intensity of intertribal competitions rose, and professional musicians became the major makeup of ceremonial choirs. Performances became more complex, and amateur involvement declined.
Many philosophers produced writings regarding music education. The Trivium and Quadrivium were established during this time, music being the final component of the latter. This was an early music theory text written by Boethius. -
This was done mainly as an effort to standardize the chants that would be used for church services.
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Churches organized schools in an orphanage-type setting. These schools were called conservatorio.
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The Bay Psalm Book was published in the United States. This was the first published songbook at the time.
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The first singing school was established in Boston
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The Paris Conservatory was founded, the earliest music school in Europe
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The number of music schools in Europe increased during the 1800's. The Royal Academy of Music (1822), The Prague Conservatory (1811), The Musikakademie Hochschule Fur Musik (1817), the Leipzig Conservatory (1843), and many other schools came about during this time.
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Naef founded an elementary school based on Pestalozzian methods he observed while traveling in Europe
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Lowell Mason introduced music as a subject in the Boston public schools
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The first state supported normal school devoted to teacher training opened in Lexington, Massachusetts
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The Peabody Conservatory was established in the U.S.
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Music supervisors who were members of the National Education Association held their first meeting in Keokuk, Iowa.
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The group of music supervisors within the National Education Association adopted the name "Music Supervisors National Conference."
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Karl Gehrkens set the national goal for music education to be "Music for every child, every child for music." This was in light of the recent tenet formulated by Osbourne McConathy, which states that "Every child should be educated in music according to his natural capacities, and his studies should function in the musical life of the community."
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The MSNC changed its name to Music Educators National Conference
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The national office of MENC was moved from Chicago to Washington, D.C.
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World War II directly affected the size of the public schools in America, and self contained elementary classrooms became popular in many areas. A shift to science and math education in 1957 further distanced the arts from what people saw as a necessary part of core curriculum. The "back to basics" movement of the late 60's also caused a reduction in school enrichment programs.
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This federally supported conference on arts education met in New Haven and discussed how current school music programs had not kept up with the developments that had taken place in recent history. This conference had little direct influence over music education practices, but it did influence future projects, like the Juilliard Repertory Project.
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The Tanglewood Symposium met.
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Congress enacted this act into law, which directly affected music classrooms
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This was published by President Reagan's National Commission on Excellence in an effort to define what should make up the core curriculum of schools. It did not emphasize arts education whatsoever
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This report published by College Board was a survey of different knowledge and skill sets students should familiarize themselves with before applying for college. It strongly supported arts education.
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The MENC introduced this program, and the first registered music educators were named in 1990.
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Authorized several state-administered education programs in an effort to provide support to students who were performing below their grade level in core subject areas.