This collection consists of articles, papers, keynote and other major speeches, reviews, and responses, mostly related to music education, but some to arts education and arts business, in some cases with reference to emerging countries. A number of these items appeared in difficult-to-access publications such as foreign journals and foreign and domestic proceedings. A few are translations of English-language articles that appeared in foreign language journals, and a few others are in English with accompanying foreign language abstracts.
Review of "Benjamin Russel Hanby, Ohio Composer-Educator, 1833-1867: His Contributions to Early Music Education," by Jeanne Bilger Gross
This doctoral dissertation is a biography of a well-known historical music educator in Ohio.
Part of Cremin's well-known trilogy on the history of American education
Review of "The Band Business in the United States Between the Civil War and the Great Depression," by Christine Condaris
Doctoral Dissertation on the history of American bands during a formative period.
Review of "Hierarchy, History, and HumanNature: The Social Origins of Historical Consciousness," by Donald E. Brown
In this book the author, an anthropologist, traces the history of historiography through numerous past literature cultures. He tested and rejected several hypotheses, but retained on that historiography was strongest in societies in which leadership was not determined by hereditary--relatively speaking.
Compared to the relatively steady spread of vocal music instruction, instrumental music was slow to take its place in the school curriculum. Orchestras, based on community models, and bands, based on military band models, entered the schools in mass beginning in the first decades of the twentieth century. By the beginning of World War II, spurred on by instrument manufacturers, contests, and athletics, bands were found in most American high schools and orchestras were in many schools as well, mainly in larger cities.
The child-study movement was a late-nineteenth- and early twentieth-century educational fashion whose impetus came from the influences of Darwin's Origin of Species (1859) and from the advent of empirical psychology in the 1860s and 1870s. Child-study leaders sought to reform the public schools, calling for widespread and "scientific" observation and study of children. Music educators adopted some child-study principles, incorporating them in certain vocal music series and music appreciation textbooks. These books contained, for example, materials designed to correspond to the various stages of interest and maturity in children. Several nonmusician child-study researchers began to gather data relative to musical learning, while psychological literature on music perception proliferated. Music teachers, more interested in teaching methods, left research activities to future generations of music educators.
This book and a companion volume are intended to provide the field of music education with "a needed current repository of exemplary theoretical writing and experimental research reporting from the United States." This article was published by the University of Alabama Press in 1988.
Review of "Principles and Processes of Music Education: New Perspectives" by Malcolm Tait and Paul Haack
The authors present a fresh new approach to music education. This article was published by Columbia University Teachers College Press in 1984.
A review of a book written by U.K. scholar Peter Fletcher, published by Oxford University Press in 1987.
Patrick Gilmore was an Irish-American bandmaster who re-established the woodwinds in wind bands and developed one of the best professional bands in the world. He died the same year Sousa started his professional band, 1892, and his bands served as the prototype for Sousa's and countless other amateur and professional bands.