How Jazz and Rock Came into the Music Classroom Essay

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Chapter 5I. 1940s-1950s: Post-War Worlda. America is the strongest military, economic, and industrial forceb. The Cold War brings tension, howeverc. Rapid technological change is everywhered. National security is a top concern—but so too is education reformII. Proponents of Reforma. Admiral Hyman Rickover relied on an educated population to support his programi. He saw American schools as weak compared to European schoolsii. He saw some students as more gifted than others and did not see equal treatment of all students as efficient or effectiveb. Dr. James Bryant Conant, former president of Harvardi. Stressed stronger academic preparationii. With Rickover, he wanted more attention on science/mathc. Woods Hole Conference--1959i. Leaders became concerned about educationii. Federal government got involved1. American Association of School Administrators issued statement calling for curriculum reform2. National Education Association did the sameIII. 1950s-1960sa. Society evolving rapidlyb. No room for a 1930s music curriculum in a 1950s classroomc. Fast and radical social change demanded more modernization in the music classroomd. Thus, John Goodland wrote: “The curriculum and the students of tomorrow may be better served by subjects and subject combinations other than those deemed important today” (p. 149).e. Philosophy of music education prevalent at the time focused on how Western art music was an expression of feelingf. Foundations and Principles of Music Education in 1959 by Charles Leonhard and Robert House set the stage for the philosophy of music as aesthetic educationi. The philosophy of music education according to Leonhard and House was this:ii. “a system of basic beliefs which underlies and provides a basis for the operation of the musical enterprise in an educational setting” (p. 151).g. The Process of Educationi. Conceptual learning in music educationii. “The heart of music education has become the study of music itself, the components of pitch, duration, dynamics, and timbre, and the resultant concomitants such…

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…American development to improve the music curriculum by integrating aspects of music usually studied separately as discrete subjects.

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ii. Brought together music, history, theory, performance, and conductingb. Hawaii Music Curriculum Programi. Established to create a logical, continuous educational program ensuring the competent guidance of the music education of all children in the state’s public schools and to test and assemble the materials needed by schools to realize this programii. Implemented comprehensive musicianship conceptsc. Manhattanville Music Curriculum Programi. Premise of this program was that learning is based on a spiral curriculum, reflecting Jerome Bruner’s theory of learningii. Emphasized curriculum and related materials for sequential music learningd. Civil Rights Movementi. Increased permissiveness towards the younger generation and acceptance of its tastes in music, clothing, and other lifestyle characterizationii. Enabled the recognition of the value of all kinds of musice. National Association of Jazz Educatorsi. Brought jazz and rock into the music classroomii. Emphasized youth culture….....

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