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Period: 1500 to
Utilitarian Music
-Spanish conquistadors imported teachers to indoctrinate natives of modern-day Mexico into European values
-Indoctrination was done through music education -
Period: to
Pilgrims and Puritans
-Emigrants from England traveled to the new world in order to freely express religion without persecution
-Emigrants brought songs and hymns used for worship -
Period: to
Massachusetts School Laws
-The colony of Massachusetts established laws requiring schools and education programs in towns containing 50 families
-Music was not considered a required subject to teach -
Period: to
Lack of Music Training
Reverend Thomas Walter of Roxbury, Massachusetts:
-Complained of awful singing in the church among congregations -Many people did not know how to properly sing or understand music
-Music was "taught" orally -
Period: to
Music Masters
-Music instructors traveled all over the eastern coast
-Taught families and churches how to properly sing music
-This event was extremely popular and successful in improving musicality in churches -
Period: to
Music in Public Schools
Lowell Mason:
-Persuaded the Boston School Committee that music should be an included subject in public schools
-Believed that music improved recreation, worship and discipline -
Period: to
Aesthetic Music
Lowell Mason:
-Persuaded Boston School Committee to adopt music as a curricular subject
-Pushed for aesthetic value of music education (music for music's sake) -
Period: to
Expansion of Music in Schools
Friedrich Froebel, John Dewey and Maria Montessori:
-Created works that were friendly for children to use and helped expand the fine arts education
-Instrumental music, music appreciation, literature, history and theory were added as part of music curricula nationwide -
Period: to
Music Conformity
-School superintendents favored "scientific management" in schools and micromanaged all subjects in schools
-Music educators had very little freedom in successfully teaching their students while maintaining national standards -
Period: to
Lack of Cultural Music in Schools
-Many music programs considered Western European music to be the highest level of cultured music to teach
-Students in music classes came from all ethnicities
-Other cultures' music besides European weren't considered appropriate for the classroom -
Period: to
Why Teach Music?
Samuel Cole of New England Conservatory:
-Announced music should be taught for the sake of music and not for the sake of having talented musicians
-People learning music should love to learn it and not just be good at it -
Period: to
Shift From Utilitarian Belief to an Aesthetic Philosophy
-Nationwide concern for quality for education put less focus on music
-Music educators had to be involved in reform for music ed to last
-Progressive education lost relevance
-Music was operating isolated instead of under a set curriculum
-Music educators advocated the need for music in schools outside of utilitarian uses
-Allen Britton was one of the first people to push for aesthetic music ed -
Period: to
Education Reform
-The American education system was constantly changing in order to correct the poor level of education that students were receiving -
Period: to
Education in the 1950's
-The Space Race was a pivotal moment for the US and showed in every aspect of American society Vice Admiral Hyman G. Rickover of the US Navy submarine program:
-Advocated for heavy math and science in schools and less with the arts and extracurricular activities
-Other influential people of power such as Dr. James Bryant Conant of Harvard also pushed for bulkier math and science classes in public schools. -
Period: to
Philosophy and Psychology
-Philosophies of aesthetic education and cognitive psychology developed
-Philosophers worked to relate aesthetic philosophy to music curriculum
-Both philosophies helped music educators build strong arguments for curricular acceptance in schools -
Period: to
Reform Committee
-The National Advisory Committee of Education was founded in order to address problems and provide solutions in education -
Period: to
Two Books That Helped Launch the Contemporary Period of Music Education
-MENC funded a commission on basic concepts that defined a solid philosophical foundation for music ed
-Book was published in 1958 and titled, "Basic Concepts in Music Education"
-Cited historical justification for music and criticized utilitarian reasons for music
-Many music educators did not know the history of music -Charles Leonhard and Robert House wrote and published, "Foundations and Principles of Music Education" in 1959
-Introduced a seminal view of music education -
Period: to
Educational Funding
The Federal Office of Education:
-Funded approximately $10 million per year towards 407 research projects
-These projects were conducted to improve science education in schools -
Period: to
The Contemporary Music Project
1957:
-Ford Foundation explores relationship between the arts and society
-Beginning of philanthropic institutions wanting to improve careers of artists on a national scale
1959:
-The Young Composers Project was founded by Norman DeJoio
-Intended to benefit composers and school music programs
-Wanted students to respect contemporary and historical music
1959-1962:
-31 composers participated in YCP
-Music programs and students in them were unprepared to handle contemporary music -
Period: to
Woods Hole Conference
-This pivotal conference had a large gathering of people with many different and distinguishing titles
-The US government, scientists, historians, physicists, psychologists, biologists, educators and mathematicians were involved
-Gathered to discuss the issues with science education -
Period: to
A Balanced Approach to Education
The American Association of School Administrators (AASA):
-Recommended a more balanced education in American public schools that included more of the arts -
Period: to
Music Popularity
-Broadcasting channels gave easy access to music throughout the early 20th century and up to present day
-A "pop culture" was born in music, and made certain songs and genres desirable to the public
-Pop music influenced what kind of music would be taught in music classes -
Period: to
Educational Funding
The National Science Foundation:
-Granted $159 million to improve science education
-$34 million of the grant was used to fund teacher-improvement institutes
-In 1961, over half of all funds and grants donated by large foundations were used toward educational improvement -
Period: to
A Period of Decline in Music Education
- Economic growth didn't translate into academic excellence
- Baby boom following World War II brought record numbers of students to schools and colleges
- SAT scores suffered -Quality of American education deteriorated seriously -Educational statistics weren't declining enough to alarm educators and the public
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Period: to
The Yale Seminar on Music Education
-The purpose of the seminar was to identify and address problems facing music in American schools
-Claude V. Palisca, porfessor of music at Yale University was the director
-Of the 31 participants only 5 were actively involved in music within schools, the rest were performers, composers, musicologists and administrators
-The conclusion of the seminar held a negative and condescending view of music ed in schools despite their solutions already being used in schools and showing no positive results -
Period: to
After the Yale Seminar
-Yale seminar was not supported by MENC
-Yale University didn't have a music program so it couldn't take the lead in implementing the seminar's recommendations
-Received little publicity -
Period: to
The Contemporary Music Project
1963:
-Ford Foundation accepts MENC's proposal and in awarded $1.3 million to organize Contemporary Music Project for Creativity in Music Education (CMP)
1964-1965:
-Teachers show students how to freestyle and rearrange music in order to compose a piece
-An experiment was conducted to provide creativity in composition not knowledge of music theory or harmony
-Comprehensive musicianship seminar was held at Northwestern University
1968:
-46 more composers matched with public school systems -
Period: to
Project on Instruction
National Education Association:
-Sponsored event in hopes of taking skills of reading, composition, listening, speaking, and creative/disciplined thinking to understand the humanities and the arts
-Social sciences, natural sciences, literature, music, and visual arts began to grow
-Hoped to further legitimatize music instruction into the normal curriculum -
Period: to
Theories of Multiple Intelligences
Philip Phoenix
-Proposed that music is one of six intelligences Paul Hirst:
-Seven forms of knowledge -
Period: to
The Juilliard Repertory Project
-Vitorio Giannini as project director
-Highest quality music provided to k-6 students
-Giannini appointed a panel of music professionals to build the Juilliard music library
-Fulfilled the recommendations of high quality music for students as proposed by the Yale seminar but didn't many music educators -
Period: to
The Tanglewood Symposium
-Sponsored by MENC, Berkshire Music Center, Theodore Presser Foundation and Boston University School of Fine and Applied Arts
-Defined role of music education in America's continuously evolving society
-Pluralistic view of music education
-Played a major role in the evolution of American music education and ways to stay relevant in an ever-changing society -
Period: to
The Contemporary Music Project
1968:
-$1.34 million awarded to MENC to extend CMP
1968-1973:
-CMP introduced three programs that educated teachers of philosophy, materials, and methods of the organization
-CMP's purpose for music education was fulfilled by the end of the year -
Period: to
Project Zero
Nelson Goodman:
-Founded Project Zero at Harvard University
-Artistic and aesthetic development of children
-Aesthetic perception of works of art
-Problem solving and creation in the arts
-Practical problems of curriculum construction evaluation -
Period: to
The Goals and Objectives Project (GO)
-Paul Lehman of University of Michigan led the project
-Identified areas of responsibility to which goals would be assigned
-Changed the face of music education and provided effective leadership -
Period: to
1970's Music Education
-Decline of ed continued
-High oil prices severely affected global economy, and inflation hampered local school districts in maintaining adequate funding levels
-States were unable to compensate for shortages school districts faced
-End of the period of generous government-supported education research and development
-School enrollments declined and fewer teachers were needed due to baby boomers graduating
-Confidence and Security in nation's schooling dropped -
Period: to
1970's Music Education
-Demands for reform heard from educators, business, industry, military, and general public
-Need for reform
-Back-to-basics movement intended to strengthen core subjects, eliminate frills, and produce rigorous learning and teaching standards
-Educational decline continued -
Period: to
Bennett Reimer's "A Philosophy of Music Education"
-Influenced the music education profession
-Aesthetic music education was widely accepted because of the book -
Period: to
The Development of Professional Standards
-NCI published a study and manifesto that spelled out all standards requred for music education
-MENC was called to action in this report to provide leadership and high-quality music programs in schools
-The report describes the ideal school music program
-Second edition released in 1986 describing goals for music ed in the 1990's
-By 1988 MENC knew that the new goals could not be met -
Period: to
School Music Program: Description and Standards
-Published by National Commission on Instruction
-Response to recommendations provided by Tanglewood symposium
-Second edition released in 1986 for the 1990's
-Every student would have access to music education in schools
-MENC couldn't control national economic conditions, teaching certification requirements, or college or school curricula
-Outlined important objectives for the future of music education -
Period: to
The 1980's
-SAT score plunged to an all-time low
-The education crisis from Sputnik was continuing unresolved
-Federal government couldn't step in to improve American education
-National standards were impossible to implement -
Period: to
National Education Reports for Music Education
-Arts educators were upset that academic reports and studies such as "A Nation at Risk" didn't consider the arts as a fundamental subject to be taught in schools. -
Period: to
Attempting to Fix Education
Diane Ravitch:
-Warned educators of the ineffective methods that were meant to improve educational standards
-Pushed heavily for an equal opportunity movement that would lower the unrealistic expectations of demanding schools to juggle the impossible -
Period: to
PCAH
The President's Committee on the Arts and the Humanities:
-Founded in 1982 and still used today
-Used help incorporate the arts in white house objectives as well as strengthen the arts as a whole -
Period: to
A Nation at Risk
-A report was written and released by a national board that observed the problems in education and propositions to fix it
-Showed how academic standards in other countries far surpassed America
-Advocated for the inclusion of the Arts in elementary and middle schools -
Period: to
College Board Study
-A report of test scores across the nation was released to show what needed to be improved in American education
-This study pushed for the Arts, Math, Science, Social Studies, English and Foreign Language to be instilled as required base subjects to be taught in class -
Period: to
The Carnegie Foundation
-Written by Ernest Boyer
-This report advocated for the required curriculum of the first two years of high school be full of fundamental course subjects including the arts -
Period: to
Arts PROPEL
-Directed by Howard Gardner
-Production, perception, reflection
-Process folios are key components of instruction, similar to academic standards, keep track of a student's work
-A hands-on approach to music similar to how professionals would tackle music -Getty Center for Education in the Arts published "Beyond Creating"
-Recommended discipline-based art education (DBAE)
-Knowing how, knowing about, knowing why, knowing of and within
-Intended to expand traditional assessment practices -
Period: to
The 1990's
-The high school dropout rate remained over 25%
-American graduates suffered greatly when released out into adulthood
-The federal government reignited its involvement with educational programs by improving national standards
-Educators understood that there was something lacking in American education but didn't know how to fix it -
Period: to
Emergence of Praxial Philosophy
David Elliott:
-founded praxialism
-Praxialism challenged the aesthetic basis of music education, claimed music is a human activity rather than an aesthetic object Christopher Small:
-music is not an independent identity
-music or "musicking" is a verb and a set of relationships Wayne Bowman:
-Music is relative to the ways it serves human living
-Music is situational and needs constant critical reassessment -
Period: to
International Pursuit of Music Education
-J. Terry Gates and Thomas Regelski founded the MayDay Group, an independent group that spoke of the philosophical issues of music ed
-Advocated for critical thinking and theory on the purposes and practices of music ed -"Philosophy of Music Education Review" was published
-Debate forum that allow music ed philosophers to branch out on related subjects to music ed -MENC established the Philosophy of Music Education Special Research Group (SRIG) -
Period: to
Cognitive Psychology Supports Music Education
-Hernstein and Murray published "The Bell Curve"
-Raised awareness of issues with intelligence testing
-IQ tests only measure intelligences that rely on verbal and quantitative abilities
-IQ tests do not measure musical intelligence -
Period: to
The Housewright Symposium
-Named after Wiley Housewright, dean of FSU School of Music
-Intended to be an updated version of Tanglewood Symposium
-Answered six major questions involving music
-Michael L. Mark wrote a paper that represented the thought process of different music educators
-MENC didn't follow through with the paper or the symposium -
Period: to
the Partnership for 21st Century Skills
-P21 was founded to increase academic readiness for students in the twenty-first century
-Identifies required core curriculum that is mandatory to prepare students to become effective adult citizens
-The arts are recognized as one of the required courses -
Period: to
National Standards for Arts Education
-"The Goals 2000: Educate America Act" was published
-Advanced national music standards
-Grouped into three grade levels (k-4) (5-8) (9-12)
-Students were required to show proficiency in one of the art forms (dance, theater, music, visual arts) -
Period: to
Centennial Congress of the Music Educators National Conference
-MENC celebrated 100th anniversary of centennial congress
-No significant advancements for music education occurred -
Period: to
The Lincoln Center's Imagination Conversations
-This organization worked on spreading awareness of how important imagination is in students
-Used arts and humanities professionals as examples of how important imagination is needed throughout adulthood -
Period: to
The National Coalition for Core Arts Standards
-NCCAS released new fine arts standards
-First refreshment of standards since 1994
-Standards are based on k-12 and higher education data, international standards, child development in relation with the arts, college-level arts standards, and 21st-century skills gap analysis
-Standards are written by grade rather than grade groups
-Designed to prepare students for college