Faculty and Staff
This collection collates faculty and staff collections alphabetically by surname.
Filtering by
- Language: Greek, Modern (1453-)
- Language: Arabic
Text of paper presented at the first conference of the Greek Society for Music Education, held in Thessaloniki, Greece on June 26-28, 1998. It was one of a pair of papers presented as the Honor Guest Lecturer Addresses (the other being "Music Education in the U.S.A.: An Overview"). This item includes the English and Greek translations of the work.
This paper describes the evolution of music in American public schools and universities. Included are some statistics on the number of elementary, middle, and high schools that offer each type of music instruction, including band, choir, orchestra, and music for general students. Also included are some discussions on the evolution of university music programs. The paper concludes with a description of the new national voluntary standards for music education, and some assessments of the strengths and weaknesses of American music education programs.
This was part of a pair of papers presented as the Honor Guest Lecturer Addresses (the other being "Music Education Research in the U.S.A.: An Overview"). This item includes the English and Greek translations of the work.
This is the published Greek language translation of the original English language speech as it was presented at the first conference of the Greek Society for Music Education, held in Thessaloniki, Greece on June 26-28, 1998. It was one of a pair of papers presented as the Honor Guest Lecturer Addresses (the other being "Music Education Research in the U.S.A.: An Overview").
The first part of this paper provides an overview of some important historic theories of education and their influences on music education. The second part deals with two specific theories related to music education, both from the late twentieth century. The paper presents some insights into the effects of these theories on the practice of music education (praxis). The important historic theories of education with implications for education and music education discussed in this paper are:
1. Charles Darwin's theory of evolution, published in 1759.
2. Jean Jacques Rousseau's concepts of childhood, published in 1762.
3. Henrich Pestalozzi's theory on the sequencing of instruction, published (variously) in 1810.
4. G. Stanley Hall's theories of child development stages, especially his construct of adolescence (1880s).
5. Education theories of John Dewey and other leaders of the progressive education movement.
6. Jean Piaget's theories of childhood development stages.
The influences of these theories on music education praxis are discussed largely as a group. The two theories of music education discussed in this paper are:
1. Edwin Gordon's Music Learning Theory.
2. Albert LeBlanc's theory of music preference.
Both these theories are illustrated and their influences on music education praxis are discussed separately.
An overview of music education research in the United States, divided into historical, philosophical, and empirical research modes and topics. Included are discussions of the major topic areas investigated, publication venues, and the relative size of each enterprise. Research efforts are limited to some extent by lack of agreed-upon goals for music education, and there has been relatively few attempts to develop sociological research in music education. Also needed are more cross-cultural, international efforts in music education, starting with sharing results.
The purpose of this study was to examine relationships between school music participation and a composite measure of academic achievement in American schools. The authors examined the first (baseline) year of a longitudinal study commissioned by the National Center for Education Statistics, conducted in 1988 (NELS:88/94 Data Analysis system, with Additional Systems for High School and Beyond and the National Longitudinal Study of 1972, NCES, 1996). The data set contains information on more than 23,000 American middle school students, and is thought to be representative of the national as a whole.
Several previous researchers employing causal modeling techniques have found relationships between extracurricular activities and education attainment as measured by standardized academic achievement tests. In music, students with school band and orchestra experience make significantly higher grades in high school mathematics, English, and social science than do non-performing students, and instrumental music instruction seems to improve scores on tests of spatial-temporal ability, which is thought to correlate with ability in mathematics.
The present study confirmed previous findings on relationships among music participation and academic achievement. Significantly more students in school music choral or instrumental groups ranked above the 50th percentile in academic grades than did other students (p < .05). For instrumental students, these results held true for all four socioeconomic quartiles, for both boys and girls, and for all races/ethnicities. For choral students, only students in the third and fourth quartiles and Caucasian students ranked significantly higher than other students.
Many countries are in the process of modernizing, which means, among other things, that their population growth is slowing while education, health care, transportation, and communication are improving. The results of modernization are political, economic, social, and technological. Results of modernization and implications for music, education, and music education include:
1. Increasing political egalitarianism implies less censorship of music, education, and music
education.
2. Increasing wealth should lead to more access to music instruction and technology.
3. More formal education will provide more opportunities for music education for children and
university students.
4. Smaller families could lead to more reliance on institutions for music instruction.
5. Increasing social problems, including weaker community ties, may lead to more reliance on
institutions for music instruction and less interest in folk music.
6. Greater separation of church and state will result in less teaching of religious music.
7. Technological innovations will lead to more and different electronic teaching of music.
8. More multitasking will require the teaching of music technology.
9. Increasing multiculturalism will require ongoing examinations of which music to teach.
10. Advancing popular culture will result in more popular music being taught.
More egalitarian societies may also require more practice-oriented and less intellectual approaches to music. Professional practice in modernizing countries will tend more toward inclusion and less toward exclusion.
تخضع العديد من البلدان لعملية تحديث، وهذا يعني من زوايا أخرى، أن النمو السكاني ضعيف في حين أن التعليم والرعاية الصحية والنق والاتصالات في تقدم. نتائج التطوير منها سياسية،اقتصادية، اجتماعية، وتكنولوجية. تشمل نتائج التطوير والآثار المترتبة على الموسيقى، والتعليم، والتربية الموسيقية: (1) زيادة المساواة السياسية تؤدي إلى تخفيف الرقابة على الموسيقى، والتعليم، والتربية الموسيقية، (2) ارتفاع مستوى المعيشة يؤدي إلى خلق فرص الحصول على تعلم الموسيقى والتكنولوجيا (3) التعليم الرسمي سيوفر المزيد من الفرص لتدريس الموسيقى للأطفال وطلاب الجامعات، (4) إمكانية الاعتماد على معاهد تعليم الموسيقى من قبل الأسر الصغيرة (5) زيادة المشاكل الاجتماعية، بما في ذلك المجمعات الضعيفة، قد يؤدي إلى مزيد من الاعتماد على معاهد تعليم الموسيقى وقلة الاهتمام في تعلم الموسيقى الشعبية. (6) الفصل بين الكنيسة والدولة يؤدي إلى قلة تدريس الموسيقى الدينية. (7) الابتكارات التكنولوجية ستؤدي إلى زيادة تعلم الموسيقى الالكترونية. 8) تعدد المهام تتطلب المزيد من تدريس الموسيقى التكنولوجية. (9) زيادة التعددية الثقافية يتطلب الامتحانات الجارية منها لتعليم الموسيقى، و(10) تقدم الثقافة الشعبية سيؤدي إلى زيادة الطلب على دراستها. أكثر المجتمعات التي يوجد فيها مساواة تتطلب إلى مزيد من التدريب العملي للموسيقى على حساب النهج الفكري. الممارسة المهنية في البلدان المتطورة تميل أكثر نحو الشمولية وتستبعد الإقصاء.