Bruno Nettl's A Place of All Musics? Essay

One of the most significant and controversial elements found within the study of music is the representation of culture. Although the definition of representation according to Merriam-Webster is “a person or group that speaks or acts for or in support of another person or group,” it is not as easily said than done. The true act of representing another is both incredibly complex and challenging as it contains many subjective variables. History, for example, has demonstrated the complexity of defining what is true representation through the presence of leaders and authoritative figures who have failed to truthfully represent the common man. As a result, the people who have no outlet for expression are represented unjustly by those who do. Similarly,

This text parallels the history of education in the United States as well as music education reform. The consistent actions of Americans to express themselves as reformers, a trait that arrived with the Pilgrims and has been perpetuated throughout American history. This trait was widespread among music educators, leading to changing methods and philosophies. Portions of Keene's History deal with the various philosophical tendencies that evolved and were implemented at the rise of the singing and normal schools and as music fought its way

from? How can one culture, in a sense, impact the musical landscape of the whole Western

A strength from this article is that the author gives plenty of examples of how schools are only teaching Caucasian music and literature in schools rather than other cultures especially Native American culture. Another strength is that the author talks about how important it is for students to be learning music and literature from another culture. A weakness is that the author assumes at the end that teachers are not teaching about different cultural music and

The term “classical music” refers to the western influence, not the eastern influence of Asia; the two are very different

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.

In 1965 Robert Wise presented the world with his smashing box office hit film, The Sound of Music. Over time it has become known as one of the most loved and well-known musicals of all time. Shortly after its release it won many Academy awards: Best Picture, Best Director, Best Sound, Best Adapted Score, Best Film Editing, Best Film-Musical, Best Color Cinematography, and Best Costume design (Freiden par3). The movie is based upon the true story of the VonTrapp family and allows its audience to relive their family experience as well as their flight from Nazism just before the outbreak of World War Two.

As with many states, cities, and public school systems, there is constantly a debate over how and why the arts should be presented in schools. Olivia Cercone takes her stand with this essay concerning Music Education in California public schools by clearly stating her thesis at the end of her first paragraph. As we know from our reading, a clear and unified thesis or argument drives an essay and reappears throughout while consistently reminding the audience why they are reading (McAlpin 77- 80). Cercone completes this step with a concise statement that is easily identified as the focus of the essay. Overall, Cercone successfully persuades and grasps the attention of the people who already have music in their lives and perceive it as

Art and music are cultural aspects of our lives. You see it anywhere and everywhere you go. From art on billboards to the radio playing, art and music will be everywhere. Imagine, though, that there is less music and art in the world, all because public schools would not fund the necessary programs. In an informative article by “AmericansfortheArts”, it states, “U.S. Education Secretary Arne Duncan has stated that he has consistently heard about the narrowing of the curriculum during his trips across the country, and the administration is committed to strengthening arts education opportunities in the future” (“AmericansfortheArts”). This

Many factors take part in the elimination of music education courses in public schools, but the main one is budget cuts. In the New York Times article “School Arts Programs Survive Budget Woes”, Javier Hernandez reports, “Three-quarters of principals said that funding remains a major challenge in their ability to maintain lively arts programs,” (Hernandez 2). Without the means to pay for music programs, school officials face the dilemma of whether or not to cancel music education in schools.

Milton Babbitt’s and Evan Ziporyn’s articles share a key similarity and a key difference. Comparing the two articles, one can see they both carry a discussion about the concern with the direction of contemporary music. Where the two articles differ is in the approach they take to combat the demise of musical progression. Babbitt felt that populism threatened his expansion of progressive/contemporary music, and that the last beacon of hope was in the solitude of his “musical lab” at the university (it is doubtful that this would hold true today due to a lack of tenure in most states). In contrast, Ziporyn believes that to ensure contemporary music’s longevity, that it would be necessary to reach out to other cultures, their music, their artist,

Music programs throughout the United States are making quite the hurrah, and yet seem to never be heard by the classmates and staff that walk the same halls as them. The lack of appreciation of the music and arts programs throughout America is astonishing, and heartbreaking to many of the students, parents, and staff that are involved with them. There are more than a few causes that can be held responsible, however the main three are a lack of funding, lack of support from administration and staff, and the lack of equal support amongst students involved in different activities, such as sports, clubs, and music programs, all of which have led to a decrease in student participation in music. However, there may be a solution in sight, with the help of some creative thinking on the part of the administration, the support of the staff members, and the acknowledgment of the student body.

Most people in the school system do not consider music as an important class for their students to take. They consider it as a waste of time. It is a class that is not be needed to graduate and/or for college readiness, so why take away from the students’ core classes that are needed to for those two things. Chad West states, in his Arts Education Policy Review, “In many instances, music programs are being reduced or eliminated, music teachers are being required to assist with the teaching of other subjects, academically low-achieving students are being precluded from participating in music, and the overall time allotted for music is being reduced. Because the arts are excluded from NCLB’s list of tested subjects—that is, subjects for which schools are held accountable—music has been regulated to a noncore status, even though the law identifies the arts as a core academic subject.” Many people believe we do not have time for classes such as music education because it takes up too much core subject time. However, as it is stated in the article, the law “identifies” music as a core class. Having a music class is a great class to have for the students to participate in. This gives them an outlet and allows them to be creative. This also gives them a chance to get away from a normal lecture that most core

Mark Sullivan, “‘More Popular Than Jesus’: The Beatles and the Religious Far Right Author(s),” Popular Music 6/3 (October 1987): 313–26.

rest of the world are not used to hearing. This is because we are used