Aesthetics Movement in North America and Reimer’s Contribution to Music Education

2020 ◽  
pp. 1-13
Author(s):  
Charles Christopher Mangum ◽  
Randall Everett Allsup
Keyword(s):  
North America ◽  
Music Education

American Gamelan and the Ethnomusicological Imagination

2020 ◽  
Author(s):  
Elizabeth A Clendinning
Keyword(s):  
North America ◽  
Music Education ◽  
Performing Arts ◽  
Music Teachers ◽  
American Music ◽  
World Music ◽  
Music Programs ◽  
Music Ensembles ◽  
College Music

The book seeks to answer these questions: Why are there more than 150 gamelans (Indonesian percussion ensembles) in North America, and why are more than half of them associated with American colleges and universities? How and why did gamelan ensembles spark the ethnomusicological imagination? What impact have these ensembles had on college music programs, their local communities, and transnational Indonesian performing arts scenes? How does a lifetime of teaching foreign college students shape the lives of non-American music teachers? First providing an overview of gamelan and its incorporation in education in North America, this book uses the story of the career and community of one performer-teacher, I Made Lasmawan of Bali and Colorado, as a case study to examine the formation and sustenance academic world music ensembles. It examines the way students develop musical and cultural competence by learning gamelan in traditional ethnomusicology ensemble courses and analyzes the merits of including gamelan ensembles in studies in percussion, composition, and music education. More broadly, the book argues that beyond the classroom, the presence of these ensembles shapes transnational arts education and touristic performing arts scenes in Bali. Finally, it advocates for world music ensemble courses as a powerful means for teaching musical and cultural diversity and sparking transnational exchanges, both in and outside the classroom.

Early Encounters in Bimusicality

2020 ◽  
pp. 23-46
Author(s):  
Elizabeth A Clendinning
Keyword(s):  
United States ◽  
North America ◽  
Music Education ◽  
Early Development ◽  
The United States ◽  
World Music ◽  
Educational Practices ◽  
The World ◽  
Music Ensemble ◽  
World’S Fairs

The chapter presents an overview of the introduction of gamelan to North America and examines how the ensembles assumed a key role within the philosophy and practice of American collegiate world music education. Musical and cultural exhibitions at world’s fairs, the dispersion of early recordings of gamelan music, transnational performance tours, and the work of Western composers and pedagogues led to the importation of instruments and founding of early academic gamelans. The world music ensemble programs modeled after those founded at UCLA by Mantle Hood embodied a new and important paradigm in ethnomusicology termed bimusicality, as well as sparking the collegiate world music ensemble movement. The chapter concludes with a brief overview of the current gamelan scene in the United States that reconnects the early development of academic gamelan ensembles to contemporary artistic and educational practices.

The Aztec Empire and the Spanish Missions: Early Music Education in North America

2002 ◽  
Vol 24 (1) ◽  
pp. 62-82 ◽  
Author(s):  
Beatriz Aguilar ◽  
Darhyl Ramsey ◽  
Barry Lumsden
Keyword(s):  
North America ◽  
Music Education ◽  
Early Music ◽  
Spanish Missions ◽  
Aztec Empire

Interlocking Sounds, Interlocking Communities

2020 ◽  
pp. 1-22
Author(s):  
Elizabeth A Clendinning
Keyword(s):  
North America ◽  
Music Education ◽  
World Music ◽  
Academic World ◽  
Cultural Contexts ◽  
Music Ensembles ◽  
The Way ◽  
Percussion Orchestra

The chapter introduces Indonesian gamelan (percussion orchestra) and the roles that it has played in college world music education in North America and in the discipline of ethnomusicology. The chapter presents a musical overview of gamelan and its original cultural contexts in Indonesia, including religious ceremonies, tourist audiences, and local entertainment. Then it introduces new contexts that gamelan has come to occupy in North America, including performances on concert stages, at outdoor festivals, in prisons, and, most pertinent to this book, in collegiate music halls. Finally, the chapter introduces the premise of the volume—a biography-based examination of the way academic world music ensembles impact local and transnational educational and musical communities—and the book’s primary goal: that of suggesting ways to construct more sustainable academic music communities.

Music Education Philosophy

2012 ◽  
pp. 62-86
Author(s):  
David J. Elliott
Keyword(s):  
North America ◽  
Music Education ◽  
Music Educators ◽  
Community Music ◽  
International Literature ◽  
Education Students ◽  
Philosophy Of Music ◽  
Education Philosophy ◽  
School And Community

This article introduces the field called “the philosophy of music education,” or music education philosophy (MEP). The philosophy of music education is a relatively young field, with many music educators unaware of its existence, not to mention its nature and values. Indeed, specialized courses in MEP are still infrequent in undergraduate and graduate music education curricula in North America and most other nations. Nevertheless, there is a fairly sizeable and rapidly expanding international literature intended to (1) analyze, synthesize, debate, or “problematize” and “worry” all theoretical and practical aspects of music education and, thereby, to (2) inform teachers, university music education students, and scholars about fundamental concepts, conceptions, controversies, principles, and practices in school and community music education.

Finding a Place for Music in the Curriculum

1986 ◽  
Vol 3 (2) ◽  
pp. 135-151 ◽  
Author(s):  
David J. Elliott
Keyword(s):  
North America ◽  
Music Education ◽  
School Curriculum ◽  
Practical Guide ◽  
The Future

This discussion develops a perspective on the current relationship between music and the school curriculum in North America. The gap between rhetorical support for music education and the reality of educational and societal commitments is traced to fundamental philosophical dilemmas facing education in particular, and society in general. Several ‘new keys’ are offered for the future of music education including a radical proposal for ‘deschooling’ music education and a practical guide for ‘networking’ excellent programmes.

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