A Brief History On Two Types Of Music Education

‘He told me I have the wrong kind of fingers’” (7). When the father fell for it, the boy’s sisters also told the father similar stories so they could get out of their lessons. Even when all three children had stopped playing their instruments, their father still tried to get them to play, but with different instruments, “‘the trumpet or the saxophone or, hey, how about the vibes?’” (7). No matter what the children said, the father tried to get the children integrated into music somehow. When the children refused to play different instruments, the father tried to get the children to listen to recordings so they could be inspired, “‘I want you to sit down and give this a good listen. Just get a load of this cat and tell me he’s not an inspiration’” (7). No matter how hard the children pleaded into getting away from music, the father still tried to connect his kids into music

Music is everywhere and has been a part of human existence for eons (Dinham, 2014, p. 265). Music has been a part of Australian schools for the last hundred of years, over the last fifteen years the application of music has seen a drastic change with the appearance of the internet and increase of accessibility. In spit of this the elements of music has not changed and forms the basis of music. When teachers or children sing they use those elements automatically (Dinham, 2014, p. 270). The curriculum has an expectation that children will learn to listen to music, compose and make music (ACARA, July, 2013, p. 93). There is a range of music that can be used to teach children; explore music concepts, by singing, playing instruments, by listening, composing songs or music, dancing or moving on music. Children, through participation and appreciation will discover about themselves form bonds with other children and become more aware of different cultures (Dinham, 2014, p. 266). Teacher’s participation, regardless of status, need to ensure that children are getting an education in music. The opportunities and experiences, to create, perform and record given to us as pre services teachers will be of a great help when facing the task of teaching children music in schools. Art education depends on how to motivated and support children, scaffolding their learning, and build on their enthusiasm to join the praxis of

* “when you speak with great educators, and look behind the test scores, the lessons learned in studying music, learning to play an instrument, playing in a band, learning to read music, all provide a richness to a child's education that will last a lifetime,” (par 1).

I can say I’m a multi-instrumentalist. I can play the harmonica, the trombone, the ukulele, the bass, the piano, the electric and acoustic guitar, and I’m probably forgetting one. But really I wouldn’t be where I am today if it wasn’t for her” (Montes). “One of the big things I teach my kids is how through hard work, you can accomplish anything. Whenever a kid shows up to a lesson, I always ask them if they practiced, and sometimes they say no because they don’t have a piano at home. It reminds me of the days when I couldn’t even afford a piano, but I push those thoughts away and work towards helping these kids fulfill their dreams as I’ve fulfilled mine. Music teaches the kids how to work through a tough song, and through time and practice, they always get it at the end” (LaBeau). Ronnie’s School of Music has performed annually for several of the city’s prominent events: the Arroyo Lighting at Christmas, Saint Anthony’s Fall Festival, Winter Texan festivals, and many more. LaBeau teaches students of all ages, from three to ninety seven. The majority of her students, however, come from Saint Anthony Catholic

On Saturday, I had the chance to attend the recital of Antonio “Nio” Ajero at the Cole Concert Hall on campus. It was an interesting and unforgettable experience, Nio, is a young boy with impeccable talent. I didn’t really know what to expect when I decided to attend the event since I had never even been to a piano recital for anyone, especially not one for a child. As the Hall began to fill, the lights dimmed and Nio, greeted the audience with a bow, his father was also there. When he started playing it was a harmonious feeling that filled the air, he played with such emotion. He seemed to become one with the piano, they seemed to morph into one soul. At this point in the show I was already in shock that a child could play the piano that well

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for students.

INFORMATIVE SPEECH OUTLINE Your Name: Mark McDonald COMS 101 Date Due: 4/27/15 Organization: Topical pattern organization Audience analysis: I will be presenting this speech to an audience of three college age adults that are all Caucasian and attend Liberty. They are two females and one male.

Every student lends something unique to learning and performance. One student may have a particular talent for improvisation, and another may learn and read music exceptionally well. Each and every student’s voice is different, and so is the learning technique by which he or she is best motivated. A trainer must be more than well-versed in the best teaching methods for a variety of individual talents

America has a great history from the beginning. It began with the migration of people from Europe. They colonized the states and began life there. They eventually fought for their freedom and now are the United States of America. Within this history is another profound history, which is the history of music education in America. Music education has changed and grown dramatically from century to century from the 18th century to present times. Each century show a great moment and growth in the history of music education. This paper will show how music education has grown from the 18th century.

While active music making is the primary goal of music education, as children mature, they will use their known experience and performance to draw from and move to a focus on music literacy and critical response to music. The abilities to read, discuss, evaluate and create music become key components in the development of future independent musicians. With a focus on active music making, student inquiry, and essential questions, I aim to engage the whole child and optimize learning.

Cercone goes into detail on how studies have shown that music classes benefit a child’s learning process, test scores, and other areas of academic study. These support her argument and are all facts that her readers cannot properly disagree with. Cercone discusses how attitude and academics depend on one another to enhance a student’s learning and she goes one step further in explaining how this goes on in the music classroom, strengthening her thesis.

Although my formal journey in music had to be temporarily halted once I started high school, my musical background has allowed me to construct my own identity in the world. I have acquired a sense of admiration for both the elaborate and simplistic elements that exist within the vast depths of our perception. I realize that possessing a commitment to persistent study through a solid foundation is crucial. I realize that in order to pursue my own interests and passions, choosing to think for myself, is equally as vital. I have come to view life as an infinite climb in which I am constantly seeking new heights. Although my niche in this world is evolving constantly, my appetite for learning remains resolute. My desire to test the limits and boundaries of life is fueled, not by the notion of reaching the top, but rather within the journey of overcoming obstacles in my struggle to unlock the mysteries of this world. The need to satisfy this perpetual craving for knowledge inspires me to search for answers—to understand the depths of life and where I stand in the midst of it

The book Songs in Their Heads: Music and It’s Meaning in Children’s Lives by Patricia Shehan Campbell is an anthropological study of samples of children in the US and their relation to music and music making. The book is broken into three parts: children at musical play, conversations with children about music, and children’s musical education. Campbell’s study focuses on what children musically are and what they musically become through parents and teachers.

In the article, “Teaching Students with Hearing Losses”, by Alice- Ann Darrow, brings about the idea that music can be taught to any person no matter

The stigma associated with pursuing an education in the musical arts affects the decision of many musicians nationwide. The appeal of guaranteed financial and career stability of STEM and other paths of high demand jobs is very difficult to pass up, even by the most dedicated musicians. Then, the input and advice of outsiders come into play. These onlookers not only encourage study of the hard sciences and a foolproof path to success via university, but they also totally and blatantly discourage and belittle the intelligence, rationality and integrity of not just the paths of musicians, but all liberal artists. Don’t you want to make money? What do you mean you won’t have internships, don’t you want a job? How are you going to survive? This blitzkrieg of questioning and doubt, though theoretically peripheral to the bigger picture, is reasonably common, however, severely unjustified. Pursuing a formal college education in music is easily one of the best things you could do for yourself, regardless of whether or not this is the career path of your choosing. As a student of formal music education, you are actually being trained in more real world skills than most other majors, which will prepare you for many careers, making you stand-out amongst the masses. Being a music major, you learn more than just music, you learn problem-solving skills, how to communicate and collaborate, and how to overcome failure, which are all essential skills to have as a professional in today’s day