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Paradoxes in undergraduate music cur...

Kennedy, Sanford Jay.

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Paradoxes in undergraduate music curriculum at exemplar music schools in American higher education: Tradition and irrelevance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Paradoxes in undergraduate music curriculum at exemplar music schools in American higher education: Tradition and irrelevance./
作者:	Kennedy, Sanford Jay.
面頁冊數:	247 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1686.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176666
ISBN:	0542161982

Paradoxes in undergraduate music curriculum at exemplar music schools in American higher education: Tradition and irrelevance.
Kennedy, Sanford Jay.

Paradoxes in undergraduate music curriculum at exemplar music schools in American higher education: Tradition and irrelevance. - 247 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1686.

Thesis (Ph.D.)--Boston College, 2005.

This study compares and reviews the core music curricular offerings and curriculum specializations (majors) in Bachelor of Music degree programs of exemplar schools of music in the United States, including the music career preparation aims supported by the curriculum specializations.

ISBN: 0542161982Subjects--Topical Terms:

1017808
Education, Music.

Paradoxes in undergraduate music curriculum at exemplar music schools in American higher education: Tradition and irrelevance.
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245 1 0 $a Paradoxes in undergraduate music curriculum at exemplar music schools in American higher education: Tradition and irrelevance.
300 $a 247 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1686.
500 $a Chair: Philip G. Altbach.
502 $a Thesis (Ph.D.)--Boston College, 2005.
520 $a This study compares and reviews the core music curricular offerings and curriculum specializations (majors) in Bachelor of Music degree programs of exemplar schools of music in the United States, including the music career preparation aims supported by the curriculum specializations.
520 $a Among the findings, the following are revealed. Once established, the core music requirements remain unchanged for an extended duration, often for ten years, and in some cases, much longer. Despite enormous advances in music during the past century, undergraduate core music curriculum is predominantly a sedentary area, continuing to focus nearly exclusively on music of the Western classical tradition. Music from more contemporary styles and genres, and non-European countries is less commonly integrated. In contrast to the increased prevalence of music technology and expansion of the music business, most schools have resisted including a required music technology course or a course focused on the fundamentals of the business of music or career preparation.
520 $a The number of curriculum specializations in Bachelor of Music degree programs offered typically range from three to 12, with five being the most usual number. The curriculum specializations offered will invariably include Performance, Composition, Music Education, and Jazz Studies, and normally at least one additional major. Each institution will offer a collection of music curriculum specializations that define certain music career preparation aims and emphasize certain musical genres. The music career preparation aims typically fall into what is termed the blended focus category, which is mainly distinguished by the presence of a Jazz Studies major, though traditional-focus majors, must also be offered. The curriculum specializations typically emphasize two musical genres---music of the Western classical tradition and jazz music. Most music institutions restrict curriculum specializations to long-standing and traditional areas, shy away from offering a major (other than jazz studies) that relates more directly to contemporary music trends and the music industry, and are invariably reticent to fashion other contemporary music styles formally into curricular specializations.
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