George F. Root’s Normal Musical Institute, 1853–1885

2012 ◽  
Vol 60 (3) ◽  
pp. 267-293
Author(s):  
Phillip M. Hash
Keyword(s):  
New York ◽  
Music Education ◽  
Music Teachers ◽  
The United States ◽  
Private Lessons ◽  
Secondary Sources ◽  
Education Data ◽  
School Music ◽  
History Of ◽  
Pedagogy And Curriculum

George F. Root, Lowell Mason, and William B. Bradbury opened the New York Normal Musical Institute in April of 1853 in New York City. Each term lasted about three months and provided the first long-term preparation program for singing-school masters, church choir directors, private instructors, and school music teachers in the United States. Students at the institute studied pedagogy, voice culture, music theory, and choral literature and had the opportunity to take private lessons with prominent musicians and teachers. The Normal Musical Institute relocated to North Reading, Massachusetts, in 1856 and, in 1860, began meeting in various cities throughout the country. In 1872, the school became the National Normal Musical Institute and continued under this name until its final season in Elmira, New York, in 1885. This study was designed to examine the history of this institution in relation to its origin, details of operation, pedagogy and curriculum, prominent students and faculty, and influence on music education. Data included articles from music periodicals and newspapers, pamphlets and catalogs from the institution, biographies of prominent participants, and other primary and secondary sources.

The integration of music technology into popular music ensembles: Perspectives of modern band teachers

2019 ◽  
Vol 12 (3) ◽  
pp. 297-310 ◽  
Author(s):  
Bryan Powell
Keyword(s):  
New York ◽  
Music Education ◽  
Popular Music ◽  
Music Teachers ◽  
The United States ◽  
Music Technology ◽  
Student Agency ◽  
Music Ensembles ◽  
School Music ◽  
K 12

The increased presence of technology into music education classrooms has coincided to some extent with the increased presence of popular music into school music spaces, especially in the United States. This study examined the integration of music technologies into K-12 (ages 5‐18) popular music programmes in New York City (NYC). One hundred sixty-eight music teachers responded to a survey, all of whom had previously participated in a modern band workshop as part of the Amp Up NYC initiative. Results of the study found that many of the challenges of incorporating music technology into modern bands, including lack of access to technology or faulty hardware, are not unique to popular music ensembles. Some of the successes mentioned by the teachers, including songwriting, beat-making and increased student agency, provide a glimpse into the benefits that integrating music technology into modern band classrooms can offer.

Statewide Public School Music Competitions/Festivals in Kansas and Oklahoma: The Beginnings of the School Music Contest Movement in the United States

2018 ◽  
Vol 41 (2) ◽  
pp. 132-155 ◽  
Author(s):  
George H. McDow ◽  
Daniel L. Stiffler
Keyword(s):  
United States ◽  
Public School ◽  
Music Education ◽  
Historical Analysis ◽  
The United States ◽  
The State ◽  
School Students ◽  
Secondary Sources ◽  
University Of Oklahoma ◽  
School Music

Music competitions have an ancient history dating back some two thousand years. In the United States, early music contests mimicked the German Saengerfests and Welsh Eistoddfods; however, some of the earliest continuously running music competitions held in America are the state contests for secondary school students. This article identifies for the first time Kansas and Oklahoma as holding the two earliest state school music competitions and corrects some long-standing erroneous information. It studies these two state events through historical analysis of primary sources and triangulates the data with secondary sources. Frank Beach at Kansas State Normal School in Emporia and Fredrik Holmberg at the University of Oklahoma were found to be the two initiators. These two state music contests were influenced by several things including the state track and field meets, previous music contests, the western pioneering spirit, European music systems, and the music specialties of the founders. In the end both contests were seen as promoting the cause of public school music by increasing both the quality and numbers of music education programs and as leading to the exponential growth of state music competitions throughout the United States.

Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)

2004 ◽  
Vol 52 (4) ◽  
pp. 328-342
Author(s):  
Sondra Wieland Howe
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
National Level ◽  
The United States ◽  
National Accounts ◽  
Music Curriculum ◽  
School Music ◽  
The Board Of Directors ◽  
Music Supervisor

Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.

Student voice and choice in modern band curriculum development

2020 ◽  
Vol 4 (1) ◽  
pp. 101-116 ◽  
Author(s):  
Matthew Clauhs ◽  
Radio Cremata
Keyword(s):  
New York ◽  
Music Education ◽  
Curriculum Reform ◽  
New York State ◽  
The United States ◽  
Musical Preference ◽  
School Music ◽  
Race Ethnicity ◽  
The Individual ◽  
Music Faculty

The perspectives and experiences of students should be considered first in the process of any significant curriculum reform. There is no one-size-fits-all approach to music education, and educators have a responsibility to design experiences that meet the needs of learners in their classroom. After hearing the individual voices of students in one New York State school district in the United States, the music faculty and authors developed modern band electives designed to increase access to school music and attract a greater diversity of students by race, ethnicity and musical preference. District-level enrolment data demonstrate how these courses impacted the demographic profile of secondary school music by increasing participation rates among racialized student populations. These modern band music classes counterbalanced the disproportionately white and higher SES enrolment in the traditional band, orchestra and chorus, resulting in a school music programme that was more representative of the overall school population.

Music Education and Educators in Missouri, Iowa, and Illinois

2020 ◽  
pp. 002242942096150
Author(s):  
Jocelyn Stevens Prendergast
Keyword(s):  
Public School ◽  
Music Education ◽  
Music Teachers ◽  
Response Rate ◽  
Demographic Data ◽  
The United States ◽  
Survey Study ◽  
Phone Call ◽  
School Music ◽  
Music Class

The purpose of this survey study was to provide a demographic profile of PK-12 public school music teachers and details about the public school music teaching positions in Missouri, Iowa, and Illinois. An invitation to complete a questionnaire was emailed to all PK-12 public school music teachers in these three states whose email addresses could be gathered via a school district website search or phone call to the district, yielding a 26.1% response rate in Missouri, a 35.1% response rate in Iowa, and a 31.7% response rate in Illinois. The questionnaire contained items used to gather demographic data about the music teachers and details about their class offerings. Results indicate over 93% of music teachers in these three states identify as White and approximately two thirds identify as women. The teachers in these three states who responded to the survey travel less for their positions compared with music teachers in the United States as a whole, and findings were inconsistent between the states with respect to experience level and school location. Further, 28% to 47% of secondary-level educators in these three states teach a music class that is not band, choir, or orchestra.

Reconsidering School Songbooks in the United States during the Post–Civil War Period (1865-1899)

2019 ◽  
pp. 153660061987611
Author(s):  
Paul D. Sanders
Keyword(s):  
United States ◽  
Civil War ◽  
Music Education ◽  
Music Teachers ◽  
The United States ◽  
Music Instruction ◽  
Education History ◽  
History Texts ◽  
School Music ◽  
The Individual

Many of the first public school music teachers in the United States came from the singing school tradition and taught from the same tune books that had been used in singing schools. After the war, renewed interest in education and the establishment of graded schools soon led to the introduction of music series that were designed to serve the individual needs of each grade and the classroom teachers who often assisted with music instruction. The major music education history texts in the United States claim that music series soon replaced single-volume songbooks since they better served the needs of the new graded school system. Music series represented the new progressive views of education in the years following the Civil War, and the single-volume songbooks that descended from antebellum tune books of the singing school movement are largely dismissed as relics of a bygone era. This study explores the use of these school songbooks in the years following the Civil War, extending many years beyond the introduction of the first music series.

Music Education in the Era of School Choice

2018 ◽  
Vol 105 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Lisa Martin
Keyword(s):  
School Choice ◽  
Music Education ◽  
The United States ◽  
Music Educators ◽  
Music Teacher ◽  
Political Climate ◽  
Music Classroom ◽  
School Music ◽  
History Of ◽  
Teacher Workforce

School choice has become an increasingly available option for families in the United States. Given the current political climate, music educators must better understand the various dimensions of the school choice movement and how it may affect the music classroom. Following a brief history of school choice, this article offers a look at the movement’s influence on the music teacher workforce, music curricula, and funding for music education. Recommendations surrounding the equity of school music opportunities are explored.

Louis Menand: The Metaphysical Club: A Story of Ideas in America. 2001. New York: Farrar, Straus and Giroux. 546 pp.

2003 ◽  
Vol 9 (1) ◽  
pp. 201-204
Author(s):  
Lance Kenney
Keyword(s):  
New York ◽  
Cold War ◽  
William James ◽  
The United States ◽  
History Of Ideas ◽  
Cultural Impact ◽  
Oliver Wendell Holmes ◽  
History Of ◽  
Charles Peirce ◽  
The Cold War

Louis Menand’s The Metaphysical Club, daunting in its choice of subject matter, closely aligns itself with the ancient sense of the word ‘history’ as a fluid, almost epic narrative. The Metaphysical Club of the title was a conversation group that met in Cambridge for a few months in 1872. Its membership roster listed some of the greatest intellectuals of the day: Charles Peirce, William James, Oliver Wendell Holmes, Chauncey Wright, amongst others. There is no record of the Club’s discussions or debates—in fact, the only direct reference to the Club is made by Peirce in a letter written thirty-five years later. Menand utilizes the Club as a jumping-off point for a sweeping analysis of the beliefs of the day. The subtitle of the book belies its true mission: ‘a story of ideas in America.’ Menand discusses the intellectual and social conditions that helped shape these men by the time they were members of the Club. He then shows the philosophical, political, and cultural impact that these men went on to have. In doing so, Menand traces a history of ideas in the United States from immediately prior to the Civil War to the beginning of the Cold War.

Functioning of Ukrainian Bureau in Washington D. C. (March 1939 – May 1940)

2019 ◽  
pp. 142-157
Author(s):  
Danylo Kravets
Keyword(s):  
New York ◽  
The United States ◽  
College Degrees ◽  
The Us ◽  
Us Government ◽  
General Functioning ◽  
History Of ◽  
Governmental Institutions ◽  
History Of Journalism ◽  
The Military

The aim of the Ukrainian Bureau in Washington was propaganda of Ukrainian question among US government and American publicity in general. Functioning of the Bureau is not represented non in Ukrainian neither in foreign historiographies, so that’s why the main goal of presented paper is to investigate its activity. The research is based on personal papers of Ukrainian diaspora representatives (O. Granovskyi, E. Skotzko, E. Onatskyi) and articles from American and Ukrainian newspapers. The second mass immigration of Ukrainians to the US (1914‒1930s) has often been called the «military» immigration and what it lacked in numbers, it made up in quality. Most immigrants were educated, some with college degrees. The founder of the Ukrainian Bureau Eugene Skotzko was born near Western Ukrainian town of Zoloczhiv and immigrated to the United States in late 1920s after graduating from Lviv Polytechnic University. In New York he began to collaborate with OUN member O. Senyk-Hrabivskyi who gave E. Skotzko task to create informational bureau for propaganda of Ukrainian case. On March 23 1939 the Bureau was founded in Washington D. C. E. Skotzko was an editor of its Informational Bulletins. The Bureau biggest problem was lack of financial support. It was the main reason why it stopped functioning in May 1940. During 14 months of functioning Ukrainian Bureau in Washington posted dozens of informational bulletins and send it to hundreds of addressees; E. Skotzko, as a director, personally wrote to American governmental institutions and foreign diplomats informing about Ukrainian problem in Europe. Ukrainian Bureau activity is an inspiring example for those who care for informational policy of modern Ukraine.Keywords: Ukrainian small encyclopedia, Yevhen Onatsky, journalism, worldview, Ukrainian state. Keywords: Ukrainian Bureau in Washington, Eugene Skotzko, public opinion, history of journalism, diaspora.

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