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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 investigation of musical aptitude and attitudes toward teaching among pre-service music teachers in Turkey (n = 42) and the United States (n = 35). Multivariate analysis revealed statistically significant differences by nationality in favor of the Turkish subjects on the tonal, rhythm, and total tests on the Advanced Measures of Music Audiation (AMMA) by Edwin Gordon. There were no significant differences by sex or for the interaction of nationality and sex. There were negative correlations between AMMA scores and scores on the Minnesota Teacher Attitude Inventory, which means that subjects with high music aptitude scores tended to hold attitudes that do not predict effective teaching behaviors. There were also significant differences by nationality on a questionnaire about attitudes toward various music instructional activities in schools.