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Basic Concepts In Music Education
''Basic Concepts in Music Education'' is a landmark work published in 1958 as the Fifty-Seventh Yearbook of the National Society for the Study of Education. In 1954, the Music Educators National Conference ( MENC) had formed its Commission on Basic Concepts in an attempt to seek a more soundly-based philosophical foundation. The work of the commission resulted in the publication of ''Basic Concepts,'' which advocated an aesthetic justification for music education. According to the aesthetic philosophy, music education should be justified for its own sake rather than for its extra-musical benefits. Contents Section I: Disciplinary Backgrounds *Therber H. Madison, The Need for New Concepts in Music Education *Foster McMurray, Pragmatism in Music Education * Harry S. Broudy, A Realistic Philosophy of Music Education *John H. Mueller, Music and Education: A Sociological Approach *George Frederick McKay, The Range of Musical Experience * James Mursell, Growth Processes in Music Educatio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
The National Association For Music Education
The National Association for Music Education (NAfME) is an organization of American music educators dedicated to advancing and preserving music education as part of the core curriculum of schools in the United States. Founded in 1907 as the Music Supervisors National Conference (MSNC), the organization was known from 1934 to 1998 as the Music Educators National Conference (origin of the MENC acronym). From 1998 to 2011 it was known as "MENC: The National Association for Music Education." On September 1, 2011, the organization changed its acronym from MENC to NAfME. On March 8, 2012, the organization's name legally became National Association for Music Education, using the acronym "NAfME". It has approximately 45,000 members, and NAfME's headquarters are located in Reston, Virginia. As of June 2020, Dr. Mackie V. Spradley is the current president of NAfME, and the executive director is Christopher B.L. Woodside. State affiliates NAfME functions regionally through more than f ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Music Education
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers. Music education touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and the affective domain (the learner's willingness to receive, internalize, and share what is learned), including music appreciation and sensitivity. Many music education curriculums incorporate the usage of mathematical skills as well fluid usage and understanding of a secondary language or ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Pragmatism
Pragmatism is a philosophical tradition that considers words and thought as tools and instruments for prediction, problem solving, and action, and rejects the idea that the function of thought is to describe, represent, or mirror reality. Pragmatists contend that most philosophical topics—such as the nature of knowledge, language, concepts, meaning, belief, and science—are all best viewed in terms of their practical uses and successes. Pragmatism began in the United States in the 1870s. Its origins are often attributed to the philosophers Charles Sanders Peirce, William James, and John Dewey. In 1878, Peirce described it in his pragmatic maxim: "Consider the practical effects of the objects of your conception. Then, your conception of those effects is the whole of your conception of the object."Peirce, C.S. (1878), " How to Make Our Ideas Clear", ''Popular Science Monthly'', v. 12, 286–302. Reprinted often, including ''Collected Papers'' v. 5, paragraphs 388–410 ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Harry Broudy
Harry Samuel Broudy (July 27, 1905 – June 24, 1998) was a Polish-born American professor of the philosophy of education. Early life and education Broudy was born in Filipów, Grodno Governorate (part of the Russian partition of the Polish–Lithuanian Commonwealth) in the Russian Empire on July 27, 1905, but his family emigrated, and moved to Milford, Massachusetts in 1912. Broudy attended the Massachusetts Institute of Technology for a year, but then transferred to Boston University, where he received his bachelor's degree in German literature and philosophy in 1929. From there, he went to Harvard University and earned his master's degree and Ph.D. there (both in philosophy), completing the doctorate in 1935. His thesis title was ''The Metaphysical Presuppositions of Personal Existence''. Career Broudy worked for a short time at the Massachusetts Department of Education, where he supervised correspondence education. He taught philosophy of education The philo ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
James Mursell
James Mursell (1893–1963) wrote extensively about music education and the use of music in a classroom setting. He emphasized the student's role in learning and believed that unless students are intrinsically motivated to learn, their musical growth will be minimal at best. In Mursell's view the best motivator is the active, participatory musical experience—singing, playing, listening and being actively involved with good music. This is the all-important starting point for motivation, and it is from these experiences that musical growth can occur. He applies his "synthesis-analysis-synthesis" (or whole-part-whole) pattern of learning to music education, and speaks of musical understanding as "unfolding or evolving, rather than adding or accumulating." Instead of teaching the rudiments of music in isolation from the context that gives them meaning, Mursell suggests that factual knowledge about music will gradually be gleaned from songs that students have learned and enjoy singing ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Allen Britton
Allen Perdue Britton (May 25, 1914 – February 17, 2003) was an American music educator. Through his many passions in life he contributed to elevating the field of music education to the same stature as the field of musicology. He developed the doctoral program in music education at the University of Michigan, where he directed 51 dissertations. He contributed heavily to the history of music pedagogy in early America, especially singing schools. To combine his two interests of music education and history he joined with Marguerite V. Hood, Warren S. Freeman, and Theodore F. Normann and created the ''Journal of Research in Music Education'' (JRME). Less than a decade after developing the journal for Music Educators National Conference (MENC), he became its president from 1960 to 1962. It was during this time that Russia had launched Sputnik and the United States tried to counteract that advancement by going "Back to the Basics." This meant that there was little monetary ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Charles Leonhard
Charles Leonhard (December 8, 1915 - January 31, 2002) was an American music educator and academic. He was one of the first to argue for a focus upon aesthetic education within music education. For most of his career, he was a professor at the University of Illinois at Urbana-Champaign. Life and career Born in Anadarko, Oklahoma, Leonhard was the son of Morris and Dora McRae Leonhard. He was educated at the University of Oklahoma ( Bachelor of Music in piano) and Teachers College, Columbia University ( Master of Arts and Doctor of Education). Many of Leonhard's teachers were former students of John Dewey, whose ideas influenced Leonhard throughout his career. During his doctoral program, Leonhard studied aesthetics with Susanne Langer. In 1953, as the music education profession was just beginning to rethink its philosophy, Leonhard published his article "Music Education—Aesthetic Education." In this article, Leonhard urged music educators to eschew the instrumental values o ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Richard Colwell
Richard is a male given name. It originates, via Old French, from Old Frankish and is a compound of the words descending from Proto-Germanic ''*rīk-'' 'ruler, leader, king' and ''*hardu-'' 'strong, brave, hardy', and it therefore means 'strong in rule'. Nicknames include " Richie", " Dick", " Dickon", " Dickie", " Rich", " Rick", " Rico", " Ricky", and more. Richard is a common English, German and French male name. It's also used in many more languages, particularly Germanic, such as Norwegian, Danish, Swedish, Icelandic, and Dutch, as well as other languages including Irish, Scottish, Welsh and Finnish. Richard is cognate with variants of the name in other European languages, such as the Swedish "Rickard", the Catalan "Ricard" and the Italian "Riccardo", among others (see comprehensive variant list below). People named Richard Multiple people with the same name * Richard Andersen (other) * Richard Anderson (other) * Richard Cartwright (disambigu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Music Education
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers. Music education touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and the affective domain (the learner's willingness to receive, internalize, and share what is learned), including music appreciation and sensitivity. Many music education curriculums incorporate the usage of mathematical skills as well fluid usage and understanding of a secondary language or ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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