CHAPTER 9 MUSIC EDUCATION IN AN INDUSTRIALIZING AMERICA

p. 185 Music in Primary Grades

185 E.Pease taught in primary grades of the eleventh district
School during the spring, nine years after the
Introduction of music, and eh was successful enough to
Earn an appointment to teach music in the primary
Department of the schools…Cincinati
185 Charles Aiken teaching in primary in 1855
p. 186 Postwar America
186 America was emotionally exhausted at the end of the Civil
War in 1865…cultural black water.
P. 186 “Scientific” Music education
186 School teachers were know at that time, were inclined to be
pragmatic
186 After the war, pragmatic administrators were not interested in
Enjoyment or beauty, and it would be almost a century
Before aesthetic reasons would be used as a rationale for
Music in schools
P. 187 The music Specialist
187 Approach to music ed…scientific
188 students tested regularly
188 Music specialists became supervisors who visited the schools
On a regular basis to test the pupils, improve the quality
Of their singing, and assign new material to be learned.
P. 188 Music Instructional Material
188 Supervisors began to emphasize methodology as school music
Expanded, and it became an important part of the business
Of textbooks.
P. 188 Graded Music Series
Mason view vs. Bird
SHOULD CHILDREN LEARN TO READ PRINTED MUSIC
BEFORE THEY SANG SONGS??
188 Mason…used Pestalozzian concepts to create
The Song Garden
189 Joseph Bird published a pamphlet, To Teachers of Music
In which he disagreed with Mason’s rote method
That the Boston Academy of Music advocated.
190 Daniel Batchellor and Thomas Charmbury wrote an
American version of the Tonic Sol-Fa Music Course
190 American teachers finally rejected the Sol fa because
It was not traditional, and students who learned it
Would then have to learn standard notation to sing
Choral music
P. 190 George Loomis
 190 a music supervisor in Indianapolis
190 produced First Steps in Music in 1866
190 placed notes above or around a single line
190 staffs added until there were five lines
194 indicated the key by placing a number where at the key signature
Indicating what degree the song began
P. 195 Luther Whiting Mason
195 introduced to the works of Christian Heinrich Hohmann…used
Hohmann materials in his teaching.
195 was responsible for the Elements of Music section of The Young
Singers
195 Kenneth Ray Hartley research suggests that Mason employed his
Own time names with the rests whispered
P. 196 The National Course
196 Written by Luther Whiting Mason
196 consisted of seven books, five readers, in intermediate book that
Included books two and three and an abridged fourth
Reader
P. 198 Course of Study
198 questioned Mason commitment to song material
198 2nd graders to sing scales with syllables and…etc. and learn only
Four songs
199 emphasized the facts of music rather than the music itself
p. 199 served in Japan—Mason Song
p. 199 most schools allotted fifteen minutes in the daily schedule for music

P. 201 Benjamin Jepson

201 The Elementary Reader
201 Jan. 3, 1865 began teaching music to the pupils of Cedar Street
School
201 Public school Music Rehearsal at the end of the year.
201 The Elementary Ready, The Standard Reader, The New Standard
Reader
201 Dictation in music
P. 202 The Normal Music Course
202 Writers…Hosea Holt and John Tufts
202 was published in 1883…Appelton and Company
202 became Silver Burdett
203 series of five books
P. 202 Hosea Edson Holt
202 bandsman during the Civil War
202 taught at seminary and Bridgewater Normal School
P. 203 Publishers School
207 Holt introduced THE NATIONAL MUSIC COURSE
To the Nation Summer School of Music
207 renamed American Institute of Normal Methods
p. 207 Other Music Education Methods
207 Orlando Blackman—The Graded School Singers
207 Cincinnati teachers—Cincinnati Music Readers last revised by
Gustave Junkermann in 1893
208 Charles Whiting—Public School Music Course
208 Thomas Tapper and Frederick Ripley—The Natural Music Course
Uncomplicated approach
210 also Harmon Course in Music and Melodic Course in
Music
210 William Tomlins—beautiful singing—edited Birchards Laurel Series
p. 210 Twentieth-Century Series
210 Textbooks changed because of the Music Supervisors National
Conference in the twentieth century
211 Silver Burdett—Normal Music Course…progressive…scientific
212 The Universal Music Series—Karl Gerkens and George Gartlan and
Walter Damrosch emphasized the development of the love for
music as its primary objective
212 Songs of Childhood—Ginn and Co. 1923
212 phonograph records were used
212 World of Music
213 Frances E. Howard—The Child’s Voice
213 Thaddeus P. Giddings—as many as 100 songs taught by rote
214 SONG METHOD
214 William A. Hodgdon, Sterrie A. Weaver
P. 214 High School Music
215 generally comprehensive in nature
215 vocal music constituted as part of high school curriculum from the
Beginning in most places
P. 216 Instrumental Music
216 town bands were popular after the Civil War
216 students taught at home from a private teacher
216 most celebrated orchestra organized by Will Earhart in
Richmond, VA
p. 216 Teacher training
216 began music study at home or in singing schools
217 1829 Meeting in Concord, NH for singing school masters
217 Lowell Mason had a convention at the Boston Academy of Music

P. 217 William Torrey Harris established the first public Kindergarten

P. 218 Summer Schools

219 sponsored by the book companies helped train teachers
P. 219 Child centered education
P. 220 Friedrich Wilhelm Froebel
220 created the kindergarten because the early stage in life influenced
The rest of the child’s life
 220 self generated activity
P. 220 Kindergarten
221 Music played an important role
221 The Kindergarten Song Book
221 Songs for Little Children—Eleanor Smith
p. 221 Colonel Francis W. Parker—WHOLE PERSON
222 in the twentieth century most teachers did not believe in the emotions
aspect but this new psychology, reversed opinions
p. 222 Parker and John Dewey changed course
p. 222 John Dewy—father of progressive education
222 child-centered idea

p. 223 New education and Music

p. 223 William Wirt—platoon style of teaching…centers

p. 225 The State of music education: two surveys

226 1078 questionaires…621 responses
226 music instruction had increased

CHAPTER 10 THE DEVELOPMENT OF PROFESSIONAL EDUCATION

ORGANIZATIONS

P. 231 Society of Associated Teachers of New York City founded

p. 231 National Teacher Association founded…1857
p. 232 National Education Association founded in 1879

p 232 Curricular Expansion

232 NEA voted to support physical culture…PE and three years
Later history and music
233 Eben Tourjee—a plea for Vocal Music in the Public Schools
233 NEA supported music in schools

P. 233 Dept. of Music Education

233 NEA suggested a Department of Music Education
233 Daniel Hagar was the first president
234 discussions of music education and singing demonstrations
Became a part of the NEA meetings
p. 235 Teacher Welfare
235 teacher welfare—salaries vs. cause of education was the debate
235 cause of ed. People were more concerned with curriculum
p. 236 Cooperative Efforts
236 NEA became a union—in 1970’s and MENC left because
Its purpose was not that of a labor union
P. 236 The Music Teachers National Association
237 1876 first permanent music teacher association—Music Teachers
National Association
 63 men and women
238 most who came to first meetings were private teachers
P. 238 Certification of Music Teachers
239 1974 Board and Certification Handbook…teachers certified
p. 239 MTNA MEMBERSHIP AND OPERATION
239 business carried on until 1959 with volunteers
p. 240 MUTUAL INTERSTS OF ASSOCIATIONS

p. 240 Early School Music Associations

240 The Normal Music Teachers Association--Boston
240 supported normal music teaching
241 The New England Public School Music Teachers Association
242 The Society of American School Music Supervisors
243 The American Association of School Administrators
244 Code of ethics…defined events that were appropriate
For school organizations
245 The National Society for the Study of Education
246 yearbook devoted to music
246 Principals Association
247 Bulletin…published music research
247 The National Association of Elementary School Principals
248 1951 The Principal was devoted totally to
Music
p. 248 Accrediting Agencies

CHAPTER 11 THE BEGINNING OF THE MUSIC EDUCATORS NATIONAL

CONFERENCE
P. 253 The Music Supervisors National Conference
p. 253 Philip Cady Hayden
253 primary force in the founding of the Music Supervisors National
Conference
253 and 254 founded School Music Monthly
253 1897 create the National Federation of School Music Teachers by
Having teachers pay $.50
P. 256 Call to Keokuk
256 1907 Hayden called supervisors to Keokuk for 2 day
Music meeting
nd
257 2 meeting in 1909 and adopted a constitution and officially
Became the Music Supervisors National Conference
P. 257 The Meeting at Keokuk
257 Hayden’s rhythm demonstrations
258 presentations by students
258 music publishers attended
258 ate together

P. 262 The Constitution and a Name

 263 1909 meeting 93 people attended
263 spawned committee to organize
263 next meeting in Cincinati—150 music educators from 23 of 46 states
Attended
p. 263 The Music supervisors National Conference
p. 264 The educational Council
264 1918 meeting…became the brain trust to respond to requests and
Information on music
264 Bulletin…report of the Educational Council

P. 264 Music for Every Man

265 Willis P. Kent…Gave a speech entitled—Music for Every Man
266 Otto Miessner speech---Music Democratized. Urged schools
To treat children as individuals and not to force all children
To sing if they showed an aptitude for instrumental music
p. 266 Standard Course of Study
266 Standard course for 1-6 grades existed by 1919.
267 Music was behind in the South
267 1922 MSNC conference was held in Nashville at Peabody University
P. 267 Publications Program
267 Proceedings
P. 267 Music Supervisors Bulleting
268 published 4 times each year and free to all interested in school music
268 published professional papers
P. 268 Peter Dykema
268 Used the magazine to build MSNC
269 suggested that MSNC should promote singing by selecting
A small number of songs on which teachers could concentrate
269 had pamphlets ready at the next meeting…VP
270 valued community singing
270 operated a one man public relations program for MSNC
P. 271 Community Sings
271 music education increased during WW I
272 55 Songs and Choruses appeared just in time for the declaration of
War…patriotic George M. Cohan songs included—1 1/ 2 million
Sold.
273 Liberty Edition (National Anthem) and Army Song book was
prepared for the troops—MSNC formed a committee to make
the pamphlet
P. 275 The Melting Pot
275 community sings brought all types…melting pot…of Americans
Together to sing
P. 275 Increasing membership
P. 275 George Oscar Bowen
275 succeeded Kykema as editor of the Music Superviors Journal
In 1921
 276 First National High School Chorus..Hollis Dann
276 biennial conference
p. 276 Regional Organizations—every other year
277 The Eastern Division
277 The Southern Division

278 The Southwestern Division

278 The North Central Division
278 The Northwest Division
278 The Western Division
p. 279 Paul Weaver
279 Music Supervisors Journal
279 added advertisement
279 grew size of paper
280 members charged to receive the Journal
p. 280 Edward Baily Birge
280 Chairman of the editorial board
280 MEJ clubs on college campuses
280 student memberships
280 wrote the first history of American music education 1966

p. 280 MSNC WAS CHANGED TO MENC…Music Educators National Conference

in 1934

P. 281 Committee Reports

P. 281 Russell Morgan

281 expanded committees

P. 282 Conference Headquarters

282 Opened in the Lyon and Healy Building Suite 820, 64 East
Jackson Blvd. Chicago, IL Oct. 29, 1929
P. 283 The Great Depression—hard times for the new office
CHAPTER 12 THE BROADING MUSIC CURRICULUM

P. 288 Democracy in music education

p. 288 The High School
288 America’s common schooling
289 Jepson reported in a St. Louis Meeting of NEA that he distributed
A framework for a four year course study for high schools
p. 289 Academic Credit
289 F. B. Dyer requested advice about how to incorporate music into
High schools
291 at the St. Louis Meeting the high school committee…Earhart
 Gave a report granting full credit for music courses in high
School requiring homework and labs.
p. 289 Electives
291 Charles W. Eliot, president of Harvard University was influential
In creating elective systems to broaden college study.
292 problems created by elective music courses meant that the needs of
Students were neglected
p. 292 Music Appreciation
293 Frances Elliot Clark
293 added new opportunities for students to listen To music
293 authority on how to use the phonograph to teach
p. 294 The Radio
294 Alice Keith of Cleveland Schools and D.C. Boyle of Ohio Schools
Of the Air
294 were pioneers in the use of radio for teaching music
294 Edgar B. Gordon, MSNE president used methods of teaching with the radio
294 Margaret Hood..Montana…promoted radio programs for rural students
294 Walter Damrosch’s Friday morning NBC program Music Appreciation Hour

p. 295 Frank Damrosch---Young People’s Concerts

p. 295 Will Earheart—prepared 4 books entitled Master Musicians…music apprec.
p. 296 Music Apprec. Was a part of PROGRESSIVE Education

P. 296 Instrumental Music

296 Theodore Thomas
296 violinist
296 born in Germany
296 organized his own orchestra
296 orchestra toured to build orchestras in America
296 conductor of the NY Philharmonic Society
296 founded the Chicago Symphony
p. 296 Concert Bands
297 showmanship…Gilmore and Sousa

p. 297 Patrick Sarsfield Gilmore

297 virtuoso cornetist, conductor, and showman
297 Nation Peace Jubilee…1000 orchestra…10,000 singers
298 Fisk Jubilee singers

P. 298 John Philip Sousa

298 toured the world
298 famous marches
298 allowed school and college musicians to sit in with his band
p. 298 Other bands

P. 299 The Development of School Bands and Orchestras (1900-1935)

 299 Industry contributed to band development
300 found place in progressive education
300 kept boys occupied…and lead to them becoming musicians
300 1922 MSNC—committee on instrumental affairs created
p. 301 Musical Instrument manufacturers helped promote bands in school
301 code to not sell instruments at a lower price to professional musicians
p. 301 Professional Concerts bands and Amusement Parks
303 trolley parks then cars took people to parks to hear band concerts
P. 304 WWI New Dances and Silent Movies
304 instrumental people found jobs in theaters playing to movies
304 Dance bands became popular
P. 304 The Radio and Phonograph
304 people listened to band music on the radio and on records
p. 305 School Bands
305 1910 School bands made it possible for young people to
Be in bands
305 private instruction
305 raised money for instruments
306 during WWI bands waned
306 Band Competitions were created by the instrumental makers
p. 307 The Instrumental Affairs Committee
307 MSNC set standards for competitions
307 fear of exploitation of high school bands
307 competitions led to standardization of band instrumentation, the
Practice of publishing full band scores instead of piano
reductions, increased emphasis on instrumental training
Programs, and a huge growth in school bands.
308 Orchestras and choirs joined the competition movement
309 Ranking system was created
p. 309 Bands and their communities
309-310 Hobert’s Band
p. 310 School Orchestras
311 Richmond High School Orchestra was the seminal group in
A series of events that led to the creation of the National
High School Orchestra and National High School Music
Camp
p. 311 Joseph Maddy
311 first supervisor of instrumental music in America in 1918
In Rochester, NY
p. 312 Class Instrumental Instruction
P. 312 Charles H. Farnsworth
312 description of the Maidstone movement in England
Was the key to the explosion of instrumental music in
American public schools
P. 313 Albert G. Mitchell
313 leave from Boston Public Schools to study Maidstone
 313 organized 5 classes of violin student with 16 to 20
Students in each class
313 so successful he became a full time instrumental teacher
313 wrote the Violin Class Method
313 metal E String
313 developed a shoulder rest for the violin

P. 314 Heterogeneous Class Teaching

314 mixed instrumental classes
314 The Universal Teacher…Joseph Maddy and Thaddeus Giddings

p. 314 Homogeneous Class Teaching

314 teach similar instrumental classes

p. 315 Elementary School Orchestras

315 followed successful high school orchestras
315 Gee, Dad, It’s a Wurlitzer.

p. 315Class Piano Instruction

316 instrumental band instruction led to class piano instruction

P. 317 The Marching Band

317 public relations tool

P. 318 The addition of New Instrumental Music programs made the need for
More music teachers
P. 319 Music Memory Contests 1923…similar to spelling bee
320 Music Discrimination contests…had to know the piece and composer
p. 319 Teacher education
322 MSNC created the Educational Council to develop courses for
Training music educators…Gehrkens and Dann on committee

323 Curriculum
323 three major areas…
1. general education
2. professional education
3. music
324…teacher education
323 Tuition varied
323 programs varied…hours
324 teacher preparation materials were in existence
326 William Revelli created a wind instrument program in 1941 at University of Mich.

326 Music teacher education matures

327 problems…teaching minority children
 1. lack of strong music performance skills
2. poor music reading skills
3. little or not acquaintance with traditional Western art music
And the music of other cultures
327 Gov. support during the 1960s was a major factor for improvement.

327 Competency based music education

328 National Association of Schools of Music…skills Page 328

328 MENC appointed the Task Force on Music Teacher Education to recommend
change.

CHAPTER 13 THE MUSIC EDUCATORS NATIONAL CONFERENCE MATURES

336 MENC adopted a new constitution and became a part of NEA taking the place of the
Department of Music Education

337 The 1940 Constitution

337 MENC one organization with six alternate geographical divisions

337 State Music Education Associations

337 New constitution provided state level organizations
339 Texas was not made to be a member of MENC and were
Eventually replaced by a new organization

340 Resolutions—MENC resolutions made by presidents changed music education

340 1940 resolutions…conference programs, choirs sing more, progressive philosophies

Resulted in the lack of stress on the acquisition of musical skills in
Elementary schools

340 Outline of a program

340 Five Basic Music Activities for the four levels of elementary school..
Singing, rhythmics, listening, playing, and creating
341 This extended into middle school and high school

341 1940 yearbook—discontinued

342 In and out clubs—urban music groups who shared ideas

342 Big Cities

342 City supervisors…directors of music
342 outstanding programs in music

343 Rural Schools

 344 often received music via the radio.
344 Margaret Hood…Montana…got permission via Al Jolson to avoid
Royalties so the music could be shared with the children.

345 The War Years—WW II

345 Music in our Democracy
345 Music for Uniting the Americas

346 Problems during the war…

346 change of school schedule
346 Excise tax on instruments
346 Music teachers went off to war---women and retirees taught…but
Some schools had no music

346 Community Music

347 Conventions…cancelled MENC convention in 1945

348 After WW II
348 college students increased due to the GI Bill
348 General Education in a Free Society…protect themselves from providing
A common education for all citizens
348 Music became a part of common schooling

348 Graduate Students—Graduate students in music increased

349 Research
349 Creation of Journal of Research in Music Education…1953…became quarterly
journal in 1964

349 Handbook of Research on Music Teaching and Learning—1992…nurture or nature

350 Update: Applications of Research in Music Education—added

350 Society for Research in Music Education…SRME…all subscribers to Journal of

Research in Music Education belong

351 Research Activities separate from MENC

351 The Council for Research in Music Education—CRME—Bulletin
351 Missouri Journal of Research in Music Education
351 symposiums

352 MENC Leadership

352 A Newly stated Purpose

352 The advancement of music education
353 Source Books
353 Materials developed by MENC were compiled in the Music
Education Source Book—later Music in American Education

354 Basic Concepts in Music Education—1950’s college textbook

355 Music in the Senior High School—comprehensive musicianship in the band
Rehearsal

355 Presidential Preparation

355 Robert Choate one of the most influential music educators in the
Mid century

356 Expanded Music Educators Journal to over 200 pages and move from 6 to 9 issues

356 Vanett Lawler—great asset due to her expanded affiliations and consultant with
The Pan American Union

357 MENC Moves to Washington

357 MENC moved from Chicago to Washington

358 Music Industry Council

358 Music Educators Exhibitors Association…Changed to Music
Industry Council..MIC

359 Music Publishing and Copyright Laws

359 Laws changed in the 1970’s leading to a new revision of the
Law in 1976

359 National Interscholastic Music Activities Commission…continued to publish

Selected music for the state festivals, prepared adjudication forma, and
In 1963 publish the NIMAC Manuel, a guide for interschool music
Activity

360 Associated Orgainzations

360 the College Band Directors National Association
360 National Association of College Wind and Percussion
Instructors

360 Organizations outside of MENC

361 MENC Board of Directors

3 National officers—president and two vice presidents
Six division presidents
The Presidents of the two auxiliary organizations
And six members at large—four year terms
 361 Smaller Executive committee—five board members served on the executive
Committee

362 The National Executive Board

362 phase out the divisional meetings and return to annual national meetings

362 The National Assembly—presidents could get more done

363 The Tanglewood Symposium—used to counter the insinuations of the Yale Seminar.

365 Tanglewood Declaration….music CORE CURRICULUM

365-66 The Goals and Objectives Project—to carry out the declaration

366 MENC Commissions

368 NEA centennial—Howard Hanson created a work for the occasion.

368 Publications—books…many publications

370 MENC Historical Center…to preserve music history

371 Public Relations—1966 Joan Gaines pr for MENC

372 The society for General Music—recognized by MENC…general music classes

372 The National Catholic Music Educators Association

375 MENC Headquarters Building

376 MENC changed from a department in 1969 to an affiliate
377 MENC moved to its own building