Music Education: An American Specialty

Britton, Allen P.

doi:10.2307/3389506

Cited by 8 publications

(6 citation statements)

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“…3. Britton (1961) wrote eloquently about the gulf between school-based and other musical worlds: '… music education, although created and nurtured by a popular love of music, has nevertheless always operated at a certain distance from the well-springs of American musical life, both popular and artistic' (p. 215). For more recent writings on Australia and Sweden, see Marsh (1999) and Stalhåmmar (1999), respectively.…”

Section: Notesmentioning

confidence: 99%

Multicultural and popular music content in an American music teacher education program

Wang

Humphreys

2009

International Journal of Music Education

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The teaching of multicultural music, and to a lesser extent popular music, has been the stated goal of music education policy makers for many decades. Accordingly, the purpose of this study was to estimate the amount and percentage of time music education majors in a university teacher education program spent on 13 styles of music in history, theory and performance courses during a four-year program, both in and out of class. Subjects were the entire population of undergraduate pre-service music teachers from one large university music school in the southwestern United States ( N = 80). Estimates were provided by the course instructors. Subjects spent widely disparate amounts of time on musics of the western art (92.83%), western non-art (6.94%), and non-western (.23%) traditions, with little time (.54%) devoted to popular music. The discussion centers on solutions sometimes proffered for musically unbalanced music teacher education programs, implications relative to accreditation and national music standards in the USA, and changes implemented by the institution under study.

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Section: Notesmentioning

confidence: 99%

Multicultural and popular music content in an American music teacher education program

Wang

Humphreys

2009

International Journal of Music Education

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“…American school-based vocal ensembles, such as choir, have a historical connection to the Singing Schools of New England. Britton (1961) explains that, historically, a Singing School in the United States served both musical and social purposes. While it prepared citizens to be effective singers of sacred music for church congregations, it also created a space for socializing and community.…”

Section: The School Music Ensemble Classroommentioning

confidence: 99%

The Effect of Middle School Music Ensemble Participation on the Relationship Between Perceived School Connectedness, Self-Reported Bullying Behaviors, and Peer Victimization

Rawlings¹

2017

Bulletin of the Council for Research in Music Education

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The purpose of this study was to examine the effect of middle school music ensemble participation on the relationship between school connectedness, bullying perpetration, and peer victimization. Participants (N = 470) selected for this study attended 2 middle schools located in central Illinois and voluntarily responded to the questionnaire by self-reporting demographic information, including their enrollment in a music course, and their behaviors as perpetrators and victims. Data were secured from a large-scale, 2-year randomized clinical trial funded by the Centers for Disease Control and Prevention (no. CE3240). Results indicated that nonensemble students in this sample perpetrate aggressive behaviors, on average, more frequently than do music ensemble students. While participant self-reports of bullying behaviors were relatively low, their perceptions of school connectedness were relatively high. Multiple-group structural equation modeling analyses demonstrated that a stronger negative association between perceptions of school connectedness and cyberbullying perpetration exist for music ensemble students than for adolescents not enrolled in a school-based music ensemble. Included are implications for the better support of preservice and in-service music teachers with regard to bullying in schools, alongside recommendations for continued examination of adolescent musicians’ levels of school connectedness and suggestions for future research.

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“…Journal articles of the 1960s reflected the philosophical mood of the profession. MENC President Allen Britton (1960Britton ( -1962 expressed the belief that music education functioned as "the bedrock upon which American musical culture now rests," 57 implying that the goal expressed in early decades of the journal had been reached. In a similar message, Finis E. Engleman, Executive Secretary of the American Association of School Administrators, congratulated music educators on their "magnificent contribution to the cultural maturity of the United States" and urged them to continue to strengthen and extend music programs.…”

Section: Music Enriching American Livesmentioning

confidence: 99%

“We Who Have the Destiny of Musical America in Our Hands”

McCarthy¹

2014

Music Educators Journal

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To mark the centennial of Music Educators Journal (MEJ), this article explores the relationship of music education and the making of musical America across the century. Several interwoven themes are developed to show changing narratives of American music and music education, using voices from the pages of MEJ. The themes rise and recede at different times, appearing in different guises according to the political, social, and cultural ideologies and values of the time. The author reflects on music education then and now and ends with reflections based on the first century of the journal's history.

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Music Education: An American Specialty

Cited by 8 publications

References 0 publications

Multicultural and popular music content in an American music teacher education program

Multicultural and popular music content in an American music teacher education program

The Effect of Middle School Music Ensemble Participation on the Relationship Between Perceived School Connectedness, Self-Reported Bullying Behaviors, and Peer Victimization

“We Who Have the Destiny of Musical America in Our Hands”

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