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From Flashcardlet > History of Music Education in the U.S. > Flashcards

History of Music Education in the U.S. Flashcards

0
Q

1850-1900

A

Influx of immigrant musicians who became teachers

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1
Q

1857

A

National Teachers Association founded

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2
Q

1876

A

Music Teachers National Association

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3
Q

1884

A

The department of public school music organized under the National Teachers Association later known as the NEA

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4
Q

1890s

A

Orchestras were fairly numerous by the turn of the century, particularly in the mid-West: however, they were not a part of the curriculum and consisted of players who were experienced

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5
Q

1896

A

Chelsea, Mass. High school orchestra- Will Earhart= 1905 first known credit was given for orchestra which met after school: Also started music appreciation courses

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6
Q

1907

A

Keokuk, Iowa meeting for demonstration of methods by Philip C. Hayden. This eventually led to the creation of Music Supervisors Conference in 1910 (MSNC)

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7
Q

1910

A

Music supervisors National Conference named/ Same year Albert Mitchell, Supervisor of Music, Boston Schools, spent a year in Maidstone, England studying class teaching of violin- leading to Mitchell Class Method for violin and this began class method instruction for all instruments

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8
Q

1914

A

The Music Supervisors Bulletin published and editor is Peter Dykema and this later became MEJ

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9
Q

1918

A

After WWI the band and orchestra movement began. George Eastman purchased 300 instruments for Rochester Public Schools-Joseph Madd employed as the school’s instrumental teacher

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10
Q

1919

A

WWI helped project bands into the limelight: returning bandsmen available to direct bands in schools: touring band of John Philip Sousa was influential

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11
Q

1920

A

Goldman Band composition contest for the best original work for the wind band. Percy Grainger was one of the judges and this stimulated interest by the serious composer to compose for the band medium

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12
Q

1921

A

Oberlin was first college to offer a four year course in music education

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13
Q

1922

A

Southern Conference of Music Education formed at the meeting of the national conference in Nashville. this was to function as a branch of the national conference

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14
Q

1923

A

National Band contest held in Chicago. No more national contests and there was a focus on State Contests for 1924-25. The Universal Teacher published by C.G. Conn. Class method for winds. “Music for Every Child and Every Child for Music” adopted at National Meeting in Cleveland- Karl Gehrkens

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15
Q

1926

A

FIrst national band contest under MSNC, Fostoria , Ohio/ Joseph Maddy organized the first National Hight School Orchestra for performance at the National Meeting of School Superintendents, Detroit. North Central Conference and the Southwestern Conference organized at the national meeting

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16
Q

1927

A

Maddy invited to return with the National High School Orchestra to the Dallas meeting of School Superintendents- Superintendents give a public endorsement of music and the arts that they be given everywhere equal consideration and support with other basic subjects

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17
Q

1928

A

Maddy organized a third National High School Orchestra to perform for the MSNC in Chicago: in addition National High School Chorus was organized and performed at meeting as well. National Music Camp at Interlochen opened under founder, Joseph Maddy

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18
Q

1929

A

First National School Orchestra Contest, Iowa City

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19
Q

1934

A

MSNC name changed to MENC

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20
Q

1935

A

Works Progress Administration WPA- largest single force in advancing American culture during the 1930s. Federal support for the arts helped in overcoming national economic disaster

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21
Q

1936

A

last National High School band Contest, Cleveland

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22
Q

1937

A

Last National High school Orchestra contest, Columbus, Ohio. National-Regional Contests organized from the National Band and Orchestra contest; Stopped in 1942 due to WWII and never resumed

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23
Q

1940-45

A

Self-contained classroom due to teacher shortage during WWII. Orchestras decline following War due to popularity of bands during the War and by proliferation of professional sports using bands for show business. this countered in 1948 with establishment of ASTA

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24
Q

1945

A

Suzuki talent education program in japan

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25
Q

1948

A

student MENC formed, ASTA formed

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26
Q

1953

A

International Society of Music Education formed. Journal of Research in Music Education with first issue and Allen Britton as editor

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27
Q

1957

A

Sputnik- there is a revision of curriculum a high priority and federal money provided for change

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28
Q

1958

A

National Defense Education Act- Authorized financial support for experimentation and dissemination of information in education including music and art. National Society for the Study of Education Yearbook NSSE devoted to music education (Basic Concepts)- this included contributions by philosophers, psychologists, sociologists historians and music educators

29
Q

1959

A

the Young Composers Project 1959 was funded by Ford Foundation- suggested a union between composers and public school music programs, main composer was Norman Dello Joio
Composers discovered: many music educators were poorly prepared to deal with contemporary music and the educators reluctance to become involved with it was reflected by their students. Eventually Ford Foundation let MENC take over the project. Under MENC it became known as Contemporary Music Project for Creativity in Music Education: determined effective means of using contemporary music at different grade levels, to experiment with creative experience for children, to identify appropriate contemporary music for these experiences, to serve as in-service education for teachers and the Young composers project became Composers in Public schools

30
Q

1959- Massachusetts

A

Woods Hole Conference-address problems of science education and to recommend solutions. Beginning of a new trend in education planning, unified efforts of distinguished people in varied fields addressing common problems.

31
Q

1960

A

National Goals in Education- Strong statement on philosophy and goals of education that served as a basis for change in American education

32
Q

1962

A

MENC: Study of Music as an Academic Discipline

33
Q

1963

A

Ford Foundation granted 1,380,000 to organize Contemporary Music Project for Creativity in Music Education to expand from composers in the schools to include seminars and workshops on contemporary music in the schools. Grant to MENC

34
Q

1963-Seminar

A

The Yale seminar on music education: placed musicality at the heart of the music program: new curricula, especially techniques of kodaly, orff, suzuki, and manhattanville. Areas of consideration were musical materials and performance: six areas were discussed under each. There were 25 recommendations that followed but during this seminar there were no music educators that participated.

35
Q

1964

A

The Julliard Repertory Projecct: included 230 vocal and instrumental works were included and music was represented from each musical style period.

36
Q

1965

A

MENC historical center established at University of Maryland, McKeldin Library

Elementary and Secondary Act ESEA assisted music in the schools such as hiring music teachers and purchasing instruments and equipment in low income areas

MMCP- produced the synthesis-grades 3-12 and interaction-early childhood curriculum and other curriculum materials and this was sponsored by U.S. Office of Education and MENC

Seminar on Comprehensive Musicianship: at Northwestern University and had a means of improving the education of music teachers, established basic principles for comprehensive musicianship, develop methods and materials

37
Q

1967

A

Procedures for Evaluation of Music in Contemporary Education: symposium that offers guidelines for the evaluation of techniques and attitudes acquired through comprehensive musicianship studies

38
Q

1968-1973

A

Contemporary Music Project: renewed by Ford Foundation and MENC- purpose was to provide a synthesis, focus, for diparate activities in music in order to give them a cohesion and relevance in our society, to this cultural and educational institutions and organizations

39
Q

1968

A

National Association of Jazz Educators became an MENC associate organization

40
Q

1969

A

The Goals and Objective GO Project: created 35 objectives with working toward implementing the recommendations of the Tanglewood Symposium- the goals of the profession were to carry out comprehensive music programs in all schools, to involve persons of all ages in learning music, to support the quality preparation of teachers and to use the most effective techniques and resources in music instruction

41
Q

1972

A

Competency Based Teacher Education CBTE: the final report of MENC commission on teach education- personal qualities and competencies for music education plus standards, pre-service programs

42
Q

1973

A

contemporary music project comes to an end

43
Q

1974

A

the school music program: description and standards

  • describes the ideal music program
  • MENC goals for 1990

National Assessment- first report

44
Q

1975

A

Congress enacted “The Education for All Handicapped Children” Act PL94-142

45
Q

1978

A

Special Research Interest Groups formed at MENC national meeting. Allows music educators to share similar research interests through publication of newsletter and sessions at national meetings

46
Q

1979

A

National Symposium (Ann Arbor Symposium) on application of psychology to the teaching of Music- University of Michigan and Theodore Presser Foundation- meeting or psychologists and music education

47
Q

1983

A

Focused on the 1980s focused on educational reform- several national commissions and reports issued directed toward raising education standards
-A Nation at Risk: The Imperative for Educational Reform- called for elementary and secondary school curricula should include subjects that advance students personal, educational, and occupation goals

48
Q

1983-Study

A

The College Board Study-Academic Preparation for College: What Students Need to Know and Be Able to Do

The Paideia Proposal by Mortimer Adler: there be no electives in curriculum, all students take the same three-part course of study and organized knowledge be acquired in three broad areas=included eight areas, socratic questioning, discussion of books and other works of art, and involvement in music, drama and visual arts

49
Q

1983-Foundation

A

the carnegie Foundation for the advancement of teaching: recommended that the first two years of high school be dominated by a core curriculum of required courses including the arts/ all students study the arts to discover how human beings use nonverbal symbols and communicate not only with words but through music, dance, and the visual arts/ considered arts essential and not a frill

50
Q

1983-Goodland

A

A place called school by John Goodland

  • strongly supported arts education
  • 10-15% of each student’s program be in the arts
51
Q

1983-National Science Board Commission

A

The commission recognized the interrelationships among all areas of learning and glaring deficiency is in the teaching and learning of English… art, music….”

52
Q

1987

A

MENC introduced it Professional certification Program and first music educators registered in 1990

53
Q

1990s

A

Reform in education is similar to that of the 1950s

54
Q

1994

A

National standards in arts education

  • The Goals 2000: Educate America Act- passed under Clinton in 1994 and it created National Standards for Arts Education
  • the arts is situated as core curricular subject
  • has four divisions: creation and performance, cultural and historical context, perception and analysis, nature and value of the arts
55
Q

1999

A

Vision 2020: the Housewright Symposium on the Future of Music Education was held in Tallahassee to seek field response to the drafts that the authors had developed

56
Q

2000

A

Vision 2020 consists of a summation of the agreements made at the Housewright Symposium and this was presented at the MENC National Conference in Washington D.C.

57
Q

1600’s-1640

A

western US missionary schools-singing
Bay Psalm Books-first published songbook in America and the second book to be published in America (no actual notation-for singing of psalms and hymns-call and response-rote). Published in Cambridge; 1968 edition had 13 tunes in two-part harmony

58
Q

1717-2nd half of 19th century

A

first singing school was established in Boston

  • response to agitation of the poor quality of music lead to the introduction of public music education
  • itinerant singing masters provided their services to cities, towns, and villages for a fee
  • classes were held for both children and adults in home, churches, schools, taverns, or any where space was available
  • taught the rudiments of music
  • learned to read music from notation
  • teachers earned extra income from selling tune-books
  • schools satisfied both music and social purposes
  • all of these help fulfilled the need for practical education not yet met by the public schools
  • no tax money was spent for these schools
  • help to improve the quality of singing in the churches
  • as people found more enjoyment in music the demand for singing schools increased
  • singing masters found a balance between pedagogy and performance
  • composers were also the teachers:Yankee Tunesman were William Billings; Daniel Reads; Oliver Holden
  • the composers and their music were close to the people and wer appreciated by them
  • many singing schools spread to Charleston, New York, Philadelphia, Baltimore,…
59
Q

1730-1800

A

William Billings (1746-1800) and Francis Hopkinson (1737-91). Early singing masters and among America’s first composers. Billings composed the hymn tune “chester” that became the battle song of the American Revolution since it was the only song the continental pipers would use on the march. Hopkinson was also a signer of the Declaration of Independence.

60
Q

1792

A

Lowell Mason was born in Medfield, Mass.

61
Q

1812

A

Lowell Mason in Savannah: works at a bank and Independent Presbyterian Church

62
Q

1832

A

Boston Academy of Music founded by Lowell Mason. Open in January, 1833. The first school of music pedagogy in the United States.

63
Q

1834

A

Manual of the Boston Academy of Music for Instruction in the elements of Vocal Music on the System of Pestalozzi by Lowell Mason

64
Q

1835

A

Oberlin Conservatory Established

65
Q

1837

A

New England Conservatory, Boston Conservatory of Music, Chicago college of Music, and Cincinnati Conservatory of Music opened
music introduced in Hawes School of Boston-Lowell Mason, no salary

66
Q

1838

A

music accepted in Boston Schools by the board School Board-August 28, 1838
Lowell Mason
-beginning of the 19th century music was taught in schools in various parts of the nation: pragmatic reason-children needed music for both church and recreation
-convinced the Boston School Committee to include music in the curriculum
-first time music was supported by public taxes: music was categorized with other curricular subjects for these reasons
1. music meet the criteria of other subjects by being intellectually, morally, and physically beneficial to children
2. offered improved recreation, worship, and discipline as reasons for including music in the curriculum
there is a methodology battle between rote and note

67
Q

1839

A

establishment of first Normal school fro training teachers, Lexington, MA. Chief source for teacher training for the next sixty years. Developed into teacher’s colleges between 1900 and 1920; extended training to four years with expanded curriculums and better financing-state supported

68
Q

1840

A

the National Music Convention-lasted about 30 years for the purpose of instructing in areas of pedagogy, harmony, conducting, and voice. In vogue for about 30 years

69
Q

1849

A

National Convention of Teachers organized with Horace mann as president. In 1857, become the National Teachers Association and eventually, the NEA.

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