Test #4 Flashcards
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
