Energizing the "Birge Story" of Public School Music in the United States: Some Ideas on How to Amp It Up

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Description
This article provides a critique of the historiography of music education in the United States, with some suggestions for broadening the paradigm.
Date Created
2015-04
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The Role of North American Music Educators in the Introduction of the Kodaly Method in Taiwan

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Description

During the 1970s and 1980s, as Taiwan was undergoing profound economic, cultural and political change, a group of North American music educators collaborated with Taiwanese colleagues to establish the Kodaly Method in Taiwan. A history of this pioneering effort is presented.

Date Created
2013-10
Agent

Standardization of the Gordon Primary Measures of Music Audiation in Greece

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Description

The purpose of this study was to standardize the Primary Measures of Music Audiation in Greece (N = 1,188). Split-halves reliability was acceptable across grade levels (K through 3) for the Tonal and Rhythm subtests, but test-retest reliability was generally

The purpose of this study was to standardize the Primary Measures of Music Audiation in Greece (N = 1,188). Split-halves reliability was acceptable across grade levels (K through 3) for the Tonal and Rhythm subtests, but test-retest reliability was generally unacceptable, especially for the Rhythm subtest. Concurrent validity was mixed, with teacher ratings of musical achievement generally significantly correlated with Tonal but not Rhythm subtest scores. Composite test means were significantly higher for suburban and urban samples than for rural samples and were significantly higher for higher grade levels. Item difficulty coefficients were significantly correlated across grade levels. The Greek and U.S. composite means were similar except for a significantly higher U.S. mean for grade 1. However, when the rural subgroup was removed from the Greek sample to equate with the U.S. norming sample, there were nonsignificant differences from grades K through 1, but significant differences in favor of the Greek sample for grades 3 and 4.

Date Created
2010-04
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Classroom Observation Ability Among Pre-Service Music Educators in Greece

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Description

The purpose of this study was to examine the classroom observation ability of pre-service music teachers in Greece (N = 62). Two groups of undergraduates, one near the beginning and one near the end of a two-year course sequence in

The purpose of this study was to examine the classroom observation ability of pre-service music teachers in Greece (N = 62). Two groups of undergraduates, one near the beginning and one near the end of a two-year course sequence in teaching methods that included in-class and in-school training in observation ("juniors" and "seniors," respectively), observed videotapes of one elementary (4th grade) and one secondary (8th grade) general music class, each being taught by its own expert music teacher. Subjects wrote comments that judges classified into subcategories within overall categories of lesson, teacher, and students. Results largely confirmed those of previous research from the USA, with the more experienced subjects making significantly more comments and both groups focusing more on teachers than on lessons or students. There were also differences between subcategories and significant intersections involving experience level and sex of the subjects.

Date Created
2010-02
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Music Teacher Educators' Perceptions of the Society for Music Teacher Education: A National Survey

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Description
The results of a survey of American music teacher educators regarding their relationship to the Society for Music Teacher Education are presented in this article.
Date Created
1991-10
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Multicultural and Popular Music Content in an American Music Teacher Education Program

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Description
The teaching of multicultural music, and to a lesser extent popular music, has been the stated goal of music education policy makes for many decades. Accordingly, the purpose of this study was to estimate the amount and percentage of time

The teaching of multicultural music, and to a lesser extent popular music, has been the stated goal of music education policy makes for many decades. Accordingly, the purpose of this study was to estimate the amount and percentage of time music education majors in a university teacher education program spent on 13 styles of music in history, theory and performance courses during a four-year program, both in and out of class. Subjects were the entire population of undergraduate pre-service music teachers from one large university music school in the southwestern United States (N = 80). Estimates were provided by the course instructors. Subjects spent widely disparate amounts of time on musics of the western art (92.83%), western non-art (6.94%), and non-western (.23), with little time (.54%) devoted to popular music. The discussion centers on solutions sometimes proffered for musically unbalanced music teacher education programs, implications relative to accreditation and national music standards in the USA, and changes implemented by the institution under study.
Date Created
2009-02
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Historical Research on Music Education and Music Therapy in the United State: Doctoral Dissertations of the Twentieth Century

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Description
This article presents an analysis of all dissertations directly related to music education and music therapy produced at U.S. institutions throughout the twentieth century--with concentration on the period since a prior study (last decade).
Date Created
2007-10
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Alice Carey Inskeep (1875-1942): A Pioneering Iowa Music Educator and MENC Founding Member

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Description

The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in

The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, and she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, for what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts.

Date Created
2007-07
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2006 Senior Researcher Award Acceptance Address: Observations about Music Education Research in MENC's First and Second Centuries

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Description
This paper is the author's acceptance speech for the MENC Senior Researcher Award.
Date Created
2006-10
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