Test #4 Flashcards
(35 cards)
1
Q
beginnings of public school music education in the U.S.
A
!
2
Q
Singing Schools Movement
A
- school in which students are taught to sightread vocal music.
- Singing schools are a long-standing cultural institution in the Southern United States.
- Singing schools began in the Northeastern United States in the early days of American history.
- The New England colonies were founded by settlers seeking religious freedom; they believed in the importance of congregational singing of hymns in Christian worship and thus saw it as important to train each churchgoer to sing.
3
Q
Lowell Mason
A
- Was a singing school teacher himself.
- Did not intend to become a musician/teacher
- Was a Minister of Music in Savannah, GA for 15 years.
- Was an avid reader
- Was a strong advocate of teacher in-service.
- He developed teaching methods that worked for him.
- He was intelligent, practical, and well-organized.
- He cared about his students.
- He worked well with others.
- He believed in participating in professional associations.
- He took teaching and learning seriously.
- He remained a lifelong learner.
- He saw music as his mission.
4
Q
1950’s Education
A
- Great information age
- Period of world turmoil
- Launch of Sputnik I
- Strong emphasis on Math and Science
- Important government initiatives (e.g., Woods Hole Conference).
5
Q
1960’s Education
A
- Rapid growth in school enrollments
- Fair amount of support for the arts
- Enlarged school curricula
- More emphasis on non-traditional subjects
- Teacher shortage
6
Q
1970’s Education
A
- Educational decline
- Shrinking school enrollments
- Elimination of teaching positions
- Shorter school day
- School consolidations
- Movement towards “back to basics.”
7
Q
1980’s Education
A
- Quality of education at all time low.
- School reform
- National reports on American education
8
Q
1990’s Education to Present
A
- Students still not excelling overall
- The school drop out rate remains high.
- SAT scores relatively low.
- Many students allowed to graduate, especially during 1990s, greatly deficient in math and reading.
9
Q
Woods Hole Conference
A
- held at Woods Hole, Massachusetts as a response to the Soviet Union’s launch of the Sputnik series of satellites in 1959 to identify the problems of science education and to recommend solutions.
- Woods Hole was held because American educators feared that the Soviet Union was surpassing the United States in educational emphasis on science, math, and foreign languages.
- The conference marked the beginning of a new trend in educational planning: the unified efforts of distinguished people in varied fields addressing themselves to the general improvement of education.
- The result was discipline-based education and conceptual learning.
- Music was categorized as aesthetic education. In a 1959 article in The Music Educators Journal, Alberta Lowe and Harold S. Pryor argued that the Soviet Union was also placing considerable emphasis on music education. As a result of Woods Hole, music educators resolved to teach music as an entire discipline that includes concepts, skills, and repertoire.
10
Q
College Board Study
A
- Offered the greatest amount of support for the arts.
- Outlined competencies that students need to begin college.
- Included the arts in its list of subjects considered “basic.”
11
Q
A Place Called School
A
- 10 to 15% of a students program of study should be in the arts
- 10 to 20% should be reserved for student interest which could include the arts
12
Q
Contemporary Era of Music Education
A
!
13
Q
Young Composers Project
A
- Each year aspiring young composers from Oregon and Washington have precisely that opportunity. -Under the direction of pianist and conductor Jeff Payne, the Young Composers Project is dedicated to developing the next generation of composers.
- During the school year, through a series of workshops and a performance, the YCP gives students the opportunity to compose their own music and work with a professional ensemble rehearsing and performing that piece.
14
Q
Contemporary Music Project
A
- To increase the emphasis on the creative aspects of music in schools
- To create a climate of acceptance through understanding of contemporary music
- To eliminate compartmentalization between music education and music composition
- To cultivate taste and discrimination in music educators and students for contemporary music
- Sixteen workshops and seminars held at various colleges to help teachers gain a better understanding of contemporary music.
- Six pilot projects established in the elementary and secondary schools to provide actual situations for the teaching of contemporary music.
- Helped to unify various compartmentalized areas in music
- Provided the music education profession with direction and guidance with respect to new methodology and materials.
15
Q
The Yale Seminar
A
- Took place at Yale University in June of 1963 to consider problems facing music education.
- Was comprised of musicians, scholars, administrators, and university faculty members.
- Was primarily concerned with the heavy emphasis on the sciences in school curricula.
- Music used in the schools was often of poor quality.
- Music used in the schools was of limited scope.
- Music selected tended to be of poor interest to students.
- Music used was too watered down.
- Music selected was based on technical skills of the teacher rather needs of the students.
- Inadequate use of professional musicians in music classrooms
- Too much emphasis on technique rather than musicality
- More emphasis on musicality through performance, listening, movement etc.
- The music repertoire should be comprised of high quality music from a variety of idioms.
- The schools should offer a variety of ensembles with diverse musical repertories.
- Greater use of musicians in residence
- Created a professional climate that was conducive to change where the music education profession was seriously challenged to consider new practices and materials
16
Q
Juilliard Repertory Project
A
- Established at the Juilliard School of Music in 1964.
- Was a direct response to the Yale Seminar
- Primary purpose was to research and collect music of the highest quality to be used for teaching music from kindergarten through sixth grade.
- Involved musicologists, music education professors and public school elementary music teachers
- It provided a collection of high quality music for elementary school music programs and encouraged scholars and teachers to join together in upgrading music education materials.
17
Q
Tanglewood Symposium
A
- Convened from July 23 to August 2, 1967 in Tanglewood, Massachusetts.
- Was, in part, a reaction to the Yale Seminar and Julliard Repertory Project.
- Was comprised of scientists, educators (including music educators), and business persons.
- To discuss and define the role music education in a rapidly changing American society.
Topics Discussed:
-A philosophy of the Arts for and Emerging Society
Music of Our Time
-Impact and Potentials of Technology
-Economical and Community Support for the Arts
-The Nature and Nurture of Creativity
Declaration
- Music serves best when its integrity as an art form is maintained.
- Music of all periods, styles, forms and cultures belongs in the school curriculum.
- Schools and colleges should provide adequate time for music instruction from pre-school to adulthood.
- The music education must contribute to solving social problems.
- Teachers should be prepared to teach high school courses in music history, theory, and related arts.
- Music educators should be prepared to teach the disadvantaged and special learners.
18
Q
Goals and Objectives Project
A
- Was the first step towards realizing the recommendations of the Tanglewood Symposium
- Assisted MENC in developing clear goals and objectives for taking the profession forward based on the recommendations of Tanglewood.
- Published an important work entitled, The School Music Program: Description and Standards
- Provided a standard for a high quality music program against which music educators from across the country could measure their programs.
19
Q
Yale vs Tanglewood
A
-Both Yale and Tanglewood came about when music education was in a state of confusion.
-Tanglewood’s most important contribution was its success in providing an eclectic philosophy in a changing society.
-Both Yale and Tanglewood identified outdated practices.
-Both were influenced by the CMP.
-Yale included few representatives from MENC and was poorly publicized.
Tanglewood was sponsored by MENC and received widespread publicity and recognition.
20
Q
The School Music Program: Description and Standards
A
- publication of the GO Project
- Provided a standard for a high quality music program against which music educators from across the country could measure their programs.
21
Q
The Housewright Symposium
A
- All persons, regardless of age, cultural heritage, ability, venue, or financial circumstance, deserve to participate fully in the best musical experiences.
- The integrity of music must be preserved.
- Time must be allotted for formal music study at all levels of instruction.
- All music has a place in the curriculum.
- Music educators need to be knowledgeable and proficient in technological advancements.
- Meaningful music instruction must be provided for all people throughout life.
22
Q
Vision 2020
A
- Mission and philosophy developed to take the music education profession forward to the year 2020.
- Was an important publication that flowed from the Housewright Symposium.
23
Q
Elementary and Secondary School General Music and Performance Programs
A
Elementary:
- Classroom Music
- Extracurricular
- Instrumental Music
- Music Specialist
- Classroom Teacher
- Music Consultant/Supervisor
Secondary: General Music Performance Groups -Band -Chorus -Orchestra
Performing Groups:
- They provide students the opportunity to learn by producing and experiencing music.
- They create opportunities for students to be recognized.
- They are well-established in the school curriculum.
- They tend to have teachers specifically trained in this area.
- They often have established and rich repertories.`
24
Q
The Student Teaching Experience
A
Aims:
- Rite of Passage
- Time of Synthesis
- Time of Exploration and Experimentation
Principal Players:
- Student Teacher
- Cooperating Teacher
- College Supervisor
Successful Student Teacher:
- Is professional, knowledgeable, capable, organized and prepared
- Maintains a collegial and respectful relationship with the cooperating teacher and school staff.
- Achieves a professional and balanced relationship with students
- Develops and demonstrates efficient classroom organization and management skills
- Pursues the craft of teaching
- Practices critical self-reflection
- Displays competence in music and music pedagogy
- Is passionate and enthusiastic about teaching
25
Home Schooling
- this originated before official schooling
- parents can be dissatisfied with what is being taught or that they want to teach religion too -"unschooling" natural learning, hands-on activities
- homeschooling has become more popular
- some think that parents would be biased toward their child
- lack of socialization
- parents want more control, and if local schools are bad, then they would want to teach
26
Charter Schools
- 1991 in Minnesota
- K-12/Deaf Academies/Magnet Schools
- must accept anyone who wishes to enroll
- educational freedom
- curriculum can vary based on achievements
- varies state by state
- teachers don't have to be certified
27
At-Risk Students
- students more likely to fail due to underlying circumstances, low socioeconomic status, ethnic minorities, single-parent home, changing schools often, held back grades, older siblings who drop out, abuse, drugs
- solutions: programs, tutoring, childcare, substance abuse awareness programs, bilingual instruction, employment training, usually short-term solutions
- the term "at-risk" labels students before they have a chance, profiling minorities
- schools try to work with the parents
28
American String Teachers Association (ASTA)
- 1946 reaction to proliferation of wind bands
- until 1998 it was associated with MENC
- encouragement of student performers, string pedagogy research, continuing education for teachers
- provides workshops, annual awards, American String Teacher journal, national teaching conference, orchestra festival, national honors orchestra biennial high school group
29
National Assessment of Educational Progress (NAEP)
- assessment of student knowledge on core subjects
- 1964 "Nation's Report Card"
- some larger schools are chosen every year because of broad demographics, but since 1996 states can volunteer for assessment of specific programs
- types: main, national, state, urban districts
- negatives are that false conclusions can be drawn, and not all schools are tested at once; just a sampling
30
American Choral Directors Association (ACDA)
- 1959
- to promote excellence in choral performance, composition, publication, researching, teaching, advocate for arts in public schools
- national conference every other year and regional conferences on the other years
- ACDA Honors Chorus
- ensembles can apply and perform at national conference
- devoted to ensuring quality repertoire by reviewing and promoting quality literature
- "Choral Journal" and "International Journal of Research in Choral Singing"
31
Upward Bound
- provides opportunities for at-risk students to attend college
- 1st generation college students, rural, low income
- 6 week summer program and weekly checkups during the year with tutors
- field trips and college visits, provide financial aid info
- part of Higher Education Act of 1965 usually provided grants to universities, expanded to non-profits and funded by Dept. of Education, but there have been recent budget cuts to the program
32
Maria Montessori
- developed method of education
- started in medicine and did not intend to become an educator
- worked with mentally disabled children and went on to lecture for education of mentally disabled
- Orthophrenic School which teaches how to teach mentally disabled, and she developed her method here
- Casa dei Bambini "Children's House" schools for low income families, gained recognition here, peer learning, independent uninterrupted study time, freedom of movement in classroom, teacher in an observer, self-discipline and self-motivation, focused on early education
33
NBA
National Band Association
34
PAS
Percussive Arts Society
35
Student Bullying
- real or perceived power imbalance, has potential to be repeated, verbal, physical, social which is rumors, embarrassment, exclusion
- prevent bullying by talking about it, engage parents and youth, surveys, creating and enforcing policies, build a safe environment, education students and school staff, poor attendance for bulled students, school shootings, bystanders can feel unsafe, cyber bullying
