A History of Music Education in the Black Community of Kansas City, Kansas, 1905-1954

1982 ◽  
Vol 30 (2) ◽  
pp. 91-106
Author(s):  
Reginald T. Buckner
Keyword(s):  
Music Education ◽  
Black Community ◽  
Kansas City ◽  
Historical Data ◽  
Educational Development ◽  
Music Educators ◽  
Annual Reports ◽  
Black Music ◽  
Sources Of Information ◽  
History Of

This study investigated music education in the black community of Kansas City, Kansas, from 1905 to 1954. It examined the facilities, teachers, curriculum, activities, and students to determine if this history was worthy of recognition by mainstream music education. Public documents, including annual reports, courses of study, personnel records, grade reports, programs, and newspaper articles, were the main sources of information. Interviews and letters of former students, teachers, and administrators were used as supportive evidence. The study documents the respectable music education that developed in this black community by identifying the black music educators who possessed outstanding credentials, the curriculum, and the musical activities that resulted from their students' involvement. This study, which helps to fill a void in the documentation of blacks in music education, provides valuable historical data on a nonwhite group's music educational development.

Music Education at the New York Institution for the Blind, 1832–1863

2014 ◽  
Vol 62 (4) ◽  
pp. 362-388
Author(s):  
Phillip M. Hash
Keyword(s):  
New York ◽  
Music Education ◽  
Vocal Music ◽  
Music Educators ◽  
Music Curriculum ◽  
Music Program ◽  
History Of ◽  
Research Questions ◽  
Teaching Music ◽  
The City

The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility’s first music director, Anthony Reiff. Research questions pertained to the school’s origin and operation and to its music curriculum, pedagogy, faculty, ensembles, and resources. The NYIB provided a home and education for students ages eight to twenty-five. The music program served as recreation and vocational training and as a means of promoting the school. Reiff joined the faculty in 1835 and established a band and choir that performed throughout the city and surrounding states. In 1847, the board of managers hired George F. Root as head of vocal music and named Reiff director of the instrumental division. Sigismund Laser replaced Root in 1855 and remained at the NYIB until 1863, when both he and Reiff left the school. The faculty at the NYIB developed and promoted effective methods for teaching music to people with blindness and prepared graduates to serve as church musicians, piano tuners, and music educators. Findings from this study might serve to remind music educators of past pedagogical methods and principles applicable in teaching students who are blind today.

Research In Australian Music Education: A Review and Analysis

1988 ◽  
Vol 5 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Warren R. Lett
Keyword(s):  
Education Research ◽  
Music Education ◽  
Research Priorities ◽  
Music Educators ◽  
Early History ◽  
Organisational Structure ◽  
Research Issues ◽  
Australian Society ◽  
Research Orientation ◽  
History Of

A review is made of the contents of the Australian Journal of Music Education from 1969, and of conferences in the early history of the Australian Society of Music Education. The categories of music education theses 1936–78 are described. A review of the research presentations is made from reports of the conferences of the Association of Music Education Lecturers. The paper identifies seminal summaries of music education research issues over a twenty-five-year period. It traces the lines of reported research, distinguishing standards for identification of research. It is concluded that although awareness of research issues has been consistently present amongst music educators in Australia, a lack of research orientation, together with inadequate planning and organisational structure has left the field to haphazard individualism. Proposals for current research priorities and procedures for their pursuit are made.

Where Might We Be Going?

2017 ◽  
pp. 148-156
Author(s):  
Jonathan Savage
Keyword(s):  
Music Education ◽  
Technological Change ◽  
Music Educators ◽  
Alice In Wonderland ◽  
Technological Tools ◽  
History Of

Paraphrasing the Cat from Lewis Carroll’s Alice in Wonderland, “if you don’t know where you are going, any way will take you there.” The history of music education with technology is a difficult one. At a time of rapid technological change, it is vital that music educators adopt a principled and informed response to the choice and use of their technological tools. Change for the sake of change is seldom productive. This chapter briefly explores the work of key technological skeptics such as Christensen, Evgeny Morozov, Sherry Turkle, and others who point to the limitations of technology in various ways. Understanding the dangers of technology, what can be lost by engaging with technology as well as what can be gained, is vital work for all involved in music education.

scholarly journals Reasons to teach music: establishing a place in the contemporary curriculum

2000 ◽  
Vol 17 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Stephanie Pitts
Keyword(s):  
Twentieth Century ◽  
Music Education ◽  
Questionnaire Survey ◽  
Music Educators ◽  
Small Scale ◽  
Music Teaching ◽  
Musical Identity ◽  
British Music ◽  
School Music ◽  
History Of

Studies in the history of music education reveal much about the place and purpose of music in the changing curriculum. In this article, the ideas of some significant British music educators of the twentieth century are considered, in an evaluation of the apparent goals of music teaching that have been articulated over the decades. The connections between rationale and practice are discussed, with published ideas placed alongside the views of contemporary teachers in a small-scale questionnaire survey. The conclusion is proposed that school music, as a small part of the child's musical identity, must be modest in its intentions but ambitious in its provision.

Comments from the Chair. Observations on Music Education in the United Kingdom 1988/9

1989 ◽  
Vol 6 (2) ◽  
pp. 205-212
Author(s):  
George Odam
Keyword(s):  
United Kingdom ◽  
Music Education ◽  
Education And Training ◽  
Music Educators ◽  
Foreseeable Future ◽  
Future Time ◽  
The United Kingdom ◽  
History Of ◽  
And Training

I took office as Chair of the United Kingdom Council for Music Education and Training at what I hope will be viewed in later years as one of the most significant times of change in the history of music education in this country. I express this in terms of hope since I am sincere in my wish that music educators should not have to adapt to and survive such radical changes again in the foreseeable future. Time will tell.

Personalizing Educational Development for Online Music Educators

2018 ◽  
pp. 306-319 ◽  
Author(s):  
Jennifer V. Lock
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Educational Development ◽  
Music Educators ◽  
Future Research ◽  
Review Of The Literature ◽  
Online Music ◽  
The Individual

With the growing trend of online music education, how can educational development be more personalized to meet the individual instructor's pedagogical and technological needs? Coaching provides a means to empower online music education instructors to guide their own learning through purposeful and intentional conversations. From a review of the literature, the purpose of this chapter is to examine how and why coaching can be used in fostering robust educational and professional development practices for online music education. Forms of coaching along with elements of a successful coaching program are shared in support of online music education. The chapter concludes with four recommendations to guide coaching practice in support of personalizing learning for instructors and directions for future research.

scholarly journals The Beastie Boys: Jews in whiteface

Popular Music ◽  
2008 ◽  
Vol 27 (3) ◽  
pp. 413-432 ◽  
Author(s):  
JON STRATTON
Keyword(s):  
United States ◽  
African American ◽  
Black Community ◽  
Hip Hop ◽  
The United States ◽  
Black Music ◽  
White American ◽  
History Of

AbstractThe Beastie Boys are usually described as the white hip hop group who helped break rap to a broad-based white audience. Rarely is it acknowledged that the Beasties all came from Jewish backgrounds. This article examines the implications of the Beastie Boys’ Jewishness. The Beasties can be placed in a long history of Jewish entertainers reworking black music for white American audiences. By the 1980s, Jews in the United States had been assimilated into whiteness, yet it is clear that the memory of discrimination lived on. The members of the Beasties played with whiteness – performed in whiteface – while being very aware of their own Jewishness and the implications of this. With the advice and mentoring of African American Russell Simmons and the Jewish Rick Rubin, the group gained respect in the black community as legitimate rappers and then set out to perform as uncivil rock performers for white audiences. This article argues that the Beasties’ Jewishness was central to their success as the group that brought rap to a mainstream white American audience.

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.

scholarly journals A Session of Disciplinary ‘Fusion’ Exploring the Interaction of Time and Space in Modern Art

2020 ◽  
Author(s):  
Stoyan V. Sgourev
Keyword(s):  
Historical Data ◽  
Computer Algorithms ◽  
Sources Of Information ◽  
Key Factors ◽  
Time And Space ◽  
Data Collection And Analysis ◽  
History Of Art ◽  
History Of ◽  
Analyse Data ◽  
Geographical Space

Often met with suspicion, practices of ‘fusion’ between neighbouring disciplines simultaneously build on and reinforce complementarities between them. I argue that the key advantage of identifying and exploring such complementarities is the opportunity for improved understanding of the interaction of time and space in the history of art – i.e. how temporal tendencies unfold across geographical space. New digital sources of information on artistic careers, museum and personal collections or important sales make it possible to chart the mobility of people, artworks and concepts across time and space. A combination of computer algorithms, sociological methods and historical data provide opportunities to address substantive questions in the history of art, to identify patterns and resolve controversies. As an example of synergies in data collection and analysis between sociological and historical research, I analyse data on the students of Antoine Bourdelle. Results expose the interaction between centrality and two types of marginality, based on gender and the country of origin, and that between mobility of artists and the fragmentation of the field, as key factors in the acceleration of innovation at that time.

Examining the entry of Walmart into South Africa: A stakeholder management perspective

2019 ◽  
Vol 38 (2) ◽  
pp. 78-89
Author(s):  
Tembinkosi Bonakele ◽  
Dave Beaty ◽  
Fathima Rasool ◽  
Drikus Kriek
Keyword(s):  
South Africa ◽  
Trade Unions ◽  
Negative Impact ◽  
Stakeholder Management ◽  
Sources Of Information ◽  
Key Stakeholders ◽  
Management Perspective ◽  
Labour Standards ◽  
History Of ◽  
Primary Focus

The recent entry of the US multinational Walmart into South Africa has proved to be a source of controversy. Key stakeholders in South Africa objected to the merger and attempted to block it unless certain conditions were met. The aim of this study was to examine the controversy and the conditions surrounding the merger. The research employed a qualitative archival analysis to examine publicly available sources of information with regard to the merger. The findings revealed key stakeholders’ concerns that Walmart’s entry would lead to an increase in imports which would displace local producers, increase unemployment, marginalise trade unions and lower labour standards unless certain conditions were met. The results also revealed problems relating to the firm’s primary focus on “business” while neglecting “public interest” issues, naively relying on their “local retailer” to manage key stakeholders, and assuming that their perceived controversial reputation regarding treatment of trade unions and their views about unemployment as well as the controversies surrounding their history of entry into other global markets would not have the major negative impact it did on stakeholders in South Africa.

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