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A history of multicultural music edu...

Volk, Terese M.

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A history of multicultural music education in the public schools of the United States, 1900-1990.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A history of multicultural music education in the public schools of the United States, 1900-1990./
作者:	Volk, Terese M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	445 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 5010.
Contained By:	Dissertation Abstracts International55-03A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9422423

A history of multicultural music education in the public schools of the United States, 1900-1990.
Volk, Terese M.

A history of multicultural music education in the public schools of the United States, 1900-1990. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 445 p.

Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 5010.

Thesis (Ph.D.)--Kent State University, 1993.

This study detailed the history of multicultural music education in the public schools of the United States from 1900 to 1990. Multicultural music education began early in the twentieth century as music education changed from teaching the Euro-Germanic classical music tradition almost exclusively to the acceptance of Northern and Western European folk musics in the school music curriculum. In the 1920s, African-American spirituals and some Native American songs were included, and by 1950, American folk musics, Eastern European folk musics and Latin American musics had been accepted. In addition, the contacts which developed in the 1930s and 1940s between American music educators and their counterparts around the world led to a wider world-view of music and the eventual founding of International Society for Music Education (ISME) in 1953.Subjects--Topical Terms:

3168367
Music education.

A history of multicultural music education in the public schools of the United States, 1900-1990.
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245 1 2 $a A history of multicultural music education in the public schools of the United States, 1900-1990.
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500 $a Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 5010.
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520 $a This study detailed the history of multicultural music education in the public schools of the United States from 1900 to 1990. Multicultural music education began early in the twentieth century as music education changed from teaching the Euro-Germanic classical music tradition almost exclusively to the acceptance of Northern and Western European folk musics in the school music curriculum. In the 1920s, African-American spirituals and some Native American songs were included, and by 1950, American folk musics, Eastern European folk musics and Latin American musics had been accepted. In addition, the contacts which developed in the 1930s and 1940s between American music educators and their counterparts around the world led to a wider world-view of music and the eventual founding of International Society for Music Education (ISME) in 1953.
520 $a Taken to task by the report of the Yale Seminar, in 1967 the music education profession shifted from a position which still questioned the value of some musics in the curriculum to a declaration at the Tanglewood Symposium that all musics belonged in the music curriculum. The period from 1968 to 1990 saw an increased amount of information available for teaching the musics of many cultures, and a gradual change in perspective from one which saw Western music taught through the exemplar of folk musics to one which viewed the presentation of many authentic music cultures as a way to learn about music as a human expression. In 1990 the Music Educators National Conference (MENC) voiced a commitment to teaching music from a multicultural perspective at the Multicultural Symposium in Washington, D.C.
520 $a In the light of both the historical and educational contexts of the times, these events in multicultural music education reflect the impact of immigration, desegregation, and the civil rights movement. Besides these, two world wars, federal foreign policy, and the Cold War also accelerated the development of multicultural music education. Other influences include governmental actions in education, contacts between music education and ethnomusicology, and advances in sound reproducing technology.
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