Author: George Edward BaggettPublisher:
ISBN:
Category : Music
Languages : en
Pages : 144
Book Description
A study of the history of music education is made more profitable if the results of that study are used to further the developments in the field. More than 2500 years ago the study of music with the Greeks meant a training not only in singing and playing, but also in dancing and verse. Since that time the meaning of the word has been confined to melody, rhythm, harmony and form. The first section of this study traces the development of music education from the early Greek period to its present status in the public schools of this country. Public school music in the United States had its beginnings in the desire to improve the singing in the religious services. The idea of public school music did not belong exclusively to any one man or group of men, nor to any specific geographical location alone. This fact is shown by the rapidity with which its introduction took place. The first formulation of modern principles of teaching music in the schools in this country occurred in 1834. In the period immediately following the Civil War, music was generally accepted in the public schools and systematic, graded work from the first grade to the high school began. The history of music education up to the close of the nineteenth century was that of vocal pedagogy. There had been no precedent for instrumental work in the schools either in this country or in Europe. The second section of this study discusses music education in the state of Arkansas. Of the approximately 415 white secondary schools in Arkansas, one hundred eighty offer music activities, according to a bulletin from the State Department of Education. A questionnaire was sent in 1953 to these one hundred eighty schools in an effort to ascertain the following information: 1) what musical organizations were available to the students; 2) how many students were members of the groups and classes; 3) what is the source of money for music expenditures; 4) what credit is given for participation in the music activities; 5) what are the activities in which the music groups participate; and 6) what are the degrees and other evidences of preparation of the music teachers. The results of the information compiled from the eighty-six schools which returned the questionnaire are found in the second chapter of this study. The present general needs of music in the secondary schools in the United States, as well as the specific needs in the secondary schools of Arkansas are presented in the final chapter of this study. The major needs may be enumerated as follows: 1) more money to provide not only more teachers but more and better equipment; 2) a correlated music program from grades one through twelve; and 3) a closer cooperation between teachers and school administration.