Music education
In addition to the four major international methods described above, other approaches have been influential. Lesser-known methods are described below:
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Gordon Music Learning Theory
This method is based on an extensive body of research and field testing by Edwin E. Gordon and others. Music Learning Theory provides the music teacher a comprehensive method for teaching musicianship through audiation, Gordon's term for hearing music in the mind with understanding. Teaching methods help music teachers establish sequential curricular objectives in accord with their own teaching styles and beliefs.[6]
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Conversational Solfege
Deriving influence from both Kodály methodology and Gordon's Music Learning Theory, Conversational Solfege was developed by Dr. John M. Feierabend, chair of music education at the Hartt School at the University of Hartford. The philosophy of this method is to view music as an aural art with a literature based curriculum. The sequence of this methodology involves a 12 step process to teach music literacy. Steps include rhythm and tonal patterns and decoding the patterns using syllables and notation.
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Carabo-Cone Method
This early-childhood approach sometimes referred to as the Sensory-Motor Approach to Music was developed by the violinist Madeleine Carabo-Cone. This approach involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard. The concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch.[7]
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MMCP
The Manhattanville Music Curriculum Project was developed in 1965 and is an alternative method in shaping positive attitudes toward music education. This creative approach centers around the student being the musician and involved in the discovery process. The teacher gives the student freedom to create, perform, improvise, conduct, research, and investigate different facets of music in a spiral curriculum.
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Applied Groovology and Path Bands
Applied Groovology and Path Bands are new methods for community music education in urban settings devised by American ethnomusicologist Dr. Charles Keil. A renowned expert who has published several influential scholarly books on music from many parts of the world (Chicago blues, polka, Greek Macedonian, Nigerian Tiv, Afro-Latin music styles, etc), Dr Keil asserts that the natural power of music is underappreciated and underutilized in modern industrial societies that feature passive consumption through mass media rather than active participation in music. Keil advocates that parents should encourage their children to more freely experience the natural joys of improvised music and dance through “grooving and dandling”. Keil has also developed the "Path Band" approach to the use of improvised multicultural brass bands for active lifelong participation in music. Keil's methods are of growing interest among North American music educators and therapists, and are also attracting attention in Japan. [8]
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Integration with other subjects
Some schools and organizations promote integration of arts classes, such as music, with other subjects, such as math, science, or English. It is thought that by integrating the different curricula will help each subject to build off of one another, enhancing the overall quality of education.
One example is the Kennedy Center's "Changing Education Through the Arts" program. CETA defines arts integration as finding a natural connection(s) between one or more art forms (dance, drama/theater, music, visual arts, storytelling, puppetry, and/or creative writing) and one or more other curricular areas (science, social studies, English language arts, mathematics, and others) in order to teach and assess objectives in both the art form and the other subject area. This allows a simultaneous focus on creating, performing, and/or responding to the arts while still addressing content in other subject areas.[2]
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Music advocacy
In some communities - and even entire national education systems - music is provided very little support as an academic subject area, and music teachers feel that they must actively seek greater public endorsement for music education as a legitimate subject of study. This perceived need to change public opinion has resulted in the development of a variety of approaches commonly called "music advocacy". Music advocacy comes in many forms, some of which are based upon legitimate scholarly arguments and scientific findings, while other examples rely on unconvincing data and remain rather controversial.
Among the more recent high-profile music advocacy projects that have become the subject of widespread controversy are the "Mozart Effect" (which is now widely believed to be based on misinterpretation and exaggeration, or even pseudoscience), and the National Anthem Project, which sought to harness American patriotic fervor during early stages of the "War on Terrorism" (2004-2007) with the hope that music education could be "saved" through the resulting increase in publicity for school music programs.
Many contemporary music scholars assert that music advocacy will only be truly effective when based on empirically sound arguments that transcend political motivations and personal agendas. This position regarding music advocacy has especially been advanced by music education philosophers (such as Bennett Reimer, Estelle Jorgensen, David J. Elliott, Wayne Bowman, etc.), yet a gap remains between the discourse of music education philosophy and the actual practices of music teachers and music organization executives.
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Influential music educators
- Leonard Bernstein
- Hildegard of Bingen
- Nadia Boulanger
- Allen Britton
- E. Azalia Hackley
- Frederick Fennell
- Edwin Gordon
- Arnold Jacobs
- Emile Jaques-Dalcroze
- Genichi Kawakami
- Zoltán Kodály
- Joseph E. Maddy
- Lowell Mason
- Luther Whiting Mason
- Carl Orff
- Bernarr Rainbow
- R. Murray Schafer
- Shinichi Suzuki
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International professional organizations
- International Society for Music Education[9]
- International Association for Jazz Education[10]
- OAKE: Organization of Kodaly Educators[11]
- AOSA: American Orff Schulwerk Association[12]
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National professional organizations
- MENC: The National Association for Music Education [3]
- MTNA: Music Teachers National Association [4]
- American Choral Directors Association [5]
- American String Teachers Association [6]
- SMTE: The Society for Music Teacher Education [7]
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Notes
- ^ http://www.bsu.edu/classes/bauer/hpmused/colonial.html
- ^ http://links.jstor.org/sici?sici=0022-4294(199022)38%3A2%3C79%3APOANSM%3E2.0.CO%3B2-F#abstract
- ^ "Zoo Tunes"
- ^ Orff Approach
- ^ This is verified in numerous publications. See Genichi Kawakami, Reflections on Music Popularization (Yamaha, 1987), Shinobu Oku, Music Education in Japan (Nara: Neiraku Arts Centre, 1994), and David G. Hebert, Music Competition, Cooperation, and Community: An Ethnography of a Japanese School Band (Ann Arbor: Proquest/UMI, 2005).
- ^ GIML: The Gordon Institute for Music Learning
- ^ A Sensory-Motor Approach to Music Learning. Book I - Primary Concepts
- ^ Keil's work has been cited in numerous music education journals, including Bulletin of the Council for Research in Music Education; Philosophy of Music Education Review; Action, Criticism, and Theory for Music Education. His books were cited in the journal Ethnomusicology as among the most significant in the latter half of the 20th century, and his work is acknowledged as a basis for the popular Nordoff-Robbins method of music therapy. He is also among the most frequently cited ethnomusicologists in related fields such as sociology of music and music psychology. Keil is keynote speaker of the 2008 Cultural Diversity in Music Education international conference, and was a keynote speaker at the recent Japan International Musicological Society conference and the 2000 symposium Around the Sound: Popular Music in Performance, Education, and Scholarship.
- ^ International Society for Music Education
- ^ IAJE: International Association for Jazz Education
- ^ OAKE: Organization of Kodaly Educators
- ^ AOSA: American Orff Schulwerk Association
SMTE: The Society for Music Teacher Education http://smte.us
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Bibliography
- DeBakey, Michael E., MD. Leading Heart Surgeon, Baylor College of Music.
- Kertz-Welzel, Alexandra. "The Singing Muse: Three Centuries of Music Education in Germany." Journal of Historical Research in Music Education XXVI no. 1 (2004): 8-27.
- Kertz-Welzel, Alexandra. "Didaktik of Music: A German Concept and its Comparison to American Music Pedagogy." International Journal of Music Education (Practice) 22 No. 3 (2004): 277-286.
- Kertz-Welzel, Alexandra. "General Music Education in Germany Today: A Look at How Popular Music is Engaging Students." General Music Today 18 no. 2 (Winter 2005): 14-16.
- Kertz-Welzel, Alexandra. "Performing with Understanding: Die National Standards for Music Education und ihre internationale Bedeutung." Diskussion Musikpädagogik 27 (2005): 34-39.
- Kertz-Welzel, Alexandra. Every Child for Music: Musikpädagogik und Musikunterricht in den USA. Musikwissenschaft/Musikpädagogik in der Blauen Eule, no. 74. Essen, Germany: Verlag Die Blaue Eule, 2006. ISBN 3-89924-169-X.
- National Standards for Arts Education. Reston, VA: Music Educators National Conference (MENC), 1994. ISBN 1-56545-036-1.
- Neurological Research, Vol. 19, February 1997.
- Ratey, John J., MD. A User’s Guide to the Brain. New York: Pantheon Books, 2001.
- Rauscher, F.H., et al. “Music and Spatial Task Performance: A Causal Relationship,” University of California, Irvine, 1994.
- Weinberger, Norm. “The Impact of Arts on Learning.” MuSICa Research Notes 7, no. 2 (Spring 200).
- Pete Moser and George McKay, eds. (2005) Community Music: A Handbook. Russell House Publishing. ISBN 1-903855-70-5.
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External links
- International Society for Music Education
- MayDay Group
- Dr Fung's International Music Education Links
- Comprehensive Music Education website of About.Com
- Links from MENC: The National Association for Music Education
- American Orff-Schulwerk Association
- Website resource of UK national music education magazine, Zone
- Gordon Institute for Music Learning
- Percussive Arts Society - Percussion resource for education, research, performance and appreciation .
- Research and Issues in Music Education
- International Journal of Education and the Arts
- Italian Suzuki Institute
- Bridge to Music, Music School Directory Bridge to Music is an on line guide to music schools, organized by degree, program and location.
- The Blue Shoe Project - Blues Music Education
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See also
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