History of Music Education in America

Thomas Jefferson was one of the first to push for an education system in the Amemricas with his ideas that schooling would lead to a “more general diffusion of knowledge”. He told these ideas to the Virginia legislature, and though they did not take hold, they laid the groundwork for Catherine Beecher, and Horace Mann. In his plans for schools, he was open to the arts in education. This was because he thought that art and music education were a gentleman’s education. In his daily life, Jefferson would take breaks from work to play music on his violin. He was an entertainer, and a skilled musician. Music had found its way into the heart of one of the great framers of education.

Music has an overwhelming positive impact on students PK-12. We see this positive impact on students in all levels of Education, even into college. At the elementary level, music teaches kids to begin to creatively think and expand their senses. It allows students to have a positive attitude towards learning. Music also teaches elementary students to recognize patterns and become better problem solvers. At the middle school age, music helps students understand the importance of teamwork. Music also helps middle school students with discipline because of the practice it takes to play a musical instrument. At the high school level, music can help students earn higher scores on the SAT and ACT. Music at the high school level can also give a reason for a student to stay in school. Band, choir, and Orchestra act as a home for students, and may be the

Throughout history music has played an important role in society, whether it was Mozart moving people with his newest opera or the latest album from the Beatles. Where would society be today without music? With schools cutting their music programs, the next Mozart may not get his chance to discover his amazing talent. Music programs are essential to education. To fully understand this one must understand how music helps the human body, why schools have cut music programs, and why people should learn music.

Elementary schools and high schools across the U.S. have lately suffered from financial strain. Because of this, budget cuts have to be made and music programs often suffer before sports and academics. Although some people believe that music is not a key component in preparing for employment and higher education, yet several others express otherwise, who say music has been shown to stimulate other parts of a student’s mind that can help them excel. Statistics have shown that the correlation between music class and other academia is not only positive for students, but also can improve future scholastic abilities, and thus should not be cut from schools. Through the evaluation of various sources

* “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).

James A. Keene has gathered an incredible amount of information on the interesting beginnings of music education in the United States. This text offers deep insight and a plethora of information regarding the beginnings of an area of education which has largely been neglected by scholars. For decades and in current teaching populations, the historical foundation and insight first developed by music educators from the earliest colonial times through present day has been unknown. From the introduction of vocal music to the growing interest of orchestral and band music and the a cappella choir movement, reactions to music remained both positive and negative, leading to continued advocation for music in the curriculum, arguing that music offered skill development and appreciation through exposure and practice.

“I get that music programs are under intense pressure, that all across America they are sitting hunched over with one nervous eye on a hooded figure stalking the halls with a big budgetary ax”, states Peter Greene. It has become common today to dismiss music’s contribution to the field of education. In the article “Stop Defending Music Education”, written by Peter Greene, the issue if obvious. What the issue is whether or not public schools should teach music and art, since so many students are below proficient levels in “more basic” subjects like reading and math.

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.

American School Bands, the Times, and the Men Who Influenced the Growth of the Instrumental Music Programs in Schools from 1850 to 1900

The Knowledge of reading music, and playing an instrument has proven to be beneficial to the learning curb in students including those of little to no background in a literary education to students in college. However, there are schools in America where music isn’t offered. Having a music program could create improved grades, memory, concentration, and quicken the learning process of literacy, but it is believed that music isn’t for everybody.

This article, posted first on The Music Parents Guide, is also available on the NAFME website and was written by Tony Mazzocchi. The article begins with a reference to the recent inclusion of music as a part of core education, considered a progressive step by many in the music education community. However, Tony warns that despite this legal change, schools will need to be convinced to make real changes in supporting their music programs as an equal part of the students’ education. To this end, three reasons are provided for why schools need music today:

From the ninth century up to the end of the eighteenth century Western music has grown from serious liturgy church music to a more enlightened and complex yet simple to the listener forms. There are four periods of music during this span of time that will be discussed, the Middle Ages, the Renaissance era, the Baroque era, and the Classical era that will describe how music has evolved during these time periods.

Despite arguments about the racial prejudice associated with music, it’s high cost, and distractible nature, it is still critical to supply students in all schools with fine arts and especially music education. As recent research supports, music in schools has significant benefits to communities and the world because it prepares school children for tomorrow's work world, brings energy into communities, and educates everyone about different cultures. Also, music education in schools can improve a school’s environment, decrease bullying, and improve graduation rates. Finally, music in schools benefits students, most importantly, because it improves their social life, helps their brains develop important skills, and improves test scores. But most importantly, music is fun for many students, and people everywhere, and helps them express themselves. This is why music needs to be supported by everyone, but most importantly, schools, communities, and this country. The world cannot lose sight of the arts, even in the midst of budget cuts, politics, and our fact based, analytical world. So, to end on a “high note”, even though it may seem like music education only leads to “treble”, research shows it should not be “scaled” back. The world without music would “be

Educational guidelines that will succeed in every reality cannot be proposed. The need to adapt to the particular context is therefore increased, and music education must therefore evolve Music making: A bridge joint of students’ cultural and musical

Music education dates back to when colonies taught singing for church activities. In the 18th century, the first singing school was made in Boston, Massachusetts for the purposes of improving singing and music reading for the church. As time goes on the school’s spread throughout the colonies. In the 19th century, in 1832, Lowell Mason and George Webb formed the Boston Academy of Music with the purposes of teaching singing and theory as well as methods of teaching music. In 1838, the Boston School Committee approved the inclusion of music in the curriculum and Lowell Mason became the first recognized supervisor of elementary music. Music methodology for teachers, as a course, was first introduced in the Normal School. The concept of classroom teachers in a school that taught music under the direction of a music supervisors was the standard model for public school music education during this century. In the mid 20th century, during WW2, only vocal lessons were taught at the time. The teachers made sure to touch base on music appreciation and theory, which are very vital in learning music. As the war progressed, schools allowed for teachers to incorporate instruments into their teaching. Now in the 21st century, schools are able to incorporate things like: combined men and women choir, orchestra, band, jazz band, ensembles, etc.“Common” folk in American society, music, as a tool of empowerment, became even more prevalent, and reflected the ideology of many