Journal of Historical Research in Music Education最新文献_第6页

John Philip Sousa’s Historic Resistance to Technology in Music Learning 约翰·菲利普·索萨在音乐学习中对技术的历史性抵制

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Journal of Historical Research in Music Education Pub Date : 2021-08-04 DOI: 10.1177/15366006211033966

Matthew D. Thibeault

{"title":"John Philip Sousa’s Historic Resistance to Technology in Music Learning","authors":"Matthew D. Thibeault","doi":"10.1177/15366006211033966","DOIUrl":"https://doi.org/10.1177/15366006211033966","url":null,"abstract":"In this article, I explore John Philip Sousa’s historic resistance to music technology and his belief that sound recordings would negatively impact music education and musical amateurism. I review Sousa’s primary arguments from two 1906 essays and his testimony to the US Congress from the same year, based on the fundamental premise that machines themselves sing or perform, severing the connection between live listener and performer and thus rendering recordings a poor substitute for real music. Sousa coined the phrase “canned music,” and I track engagement with this phrase among the hundreds of newspapers and magazines focused on Sousa’s resistance. To better understand the construction of Sousa’s beliefs, I then review how his rich musical upbringing around the US Marine Band and the theaters of Washington DC lead to his conception of music as a dramatic ritual. And I examine the curious coda of Sousa’s life, during which he recanted his beliefs and conducted his band for radio, finding that in fact these experiences reinforced Sousa’s worries. The discussion considers how Sousa’s ideas can help us better to examine the contemporary shift to digital music by combining Sousa’s ideas with those of Sherry Turkle.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"44 1","pages":"5 - 25"},"PeriodicalIF":0.1,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15366006211033966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Arrival of Graded Music Exams in New Zealand: A Case Study of Dunedin up to 1916 新西兰音乐分级考试的到来:以达尼丁至1916年为例

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Journal of Historical Research in Music Education Pub Date : 2021-05-03 DOI: 10.1177/15366006211011912

Philip Jane, PhD

{"title":"The Arrival of Graded Music Exams in New Zealand: A Case Study of Dunedin up to 1916","authors":"Philip Jane, PhD","doi":"10.1177/15366006211011912","DOIUrl":"https://doi.org/10.1177/15366006211011912","url":null,"abstract":"Toward the end of the nineteenth century a number of external music examining systems were introduced to New Zealand. Two of them, Trinity College, London, and the Associated Board, gained a strong following and became de facto standards in the absence of a national music conservatorium. This article briefly outlines the beginning of external exams in England and follows their export to various overseas members of the British Empire. Graded music exams as a form of tuition engendered considerable debate as to efficacy, merit, and overall validity. Trinity College arrived first in New Zealand, in 1888, followed by the Associated Board in 1897, and their rapid assumption in the southern city of Dunedin is documented and used as a case study of their progress up until 1916. There is a background discussion on the growth and use of post-nominal letters in the local music teaching profession, and the increasing use of formal qualifications by music teachers is noted. These included the professional diplomas from both schools, and the role they played in the formation of a local professional body is explored.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"44 1","pages":"172 - 201"},"PeriodicalIF":0.1,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15366006211011912","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44052665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Historical Perspective from Folklorist Henry Glassie: Roots of Folk Songs in Music Education 民俗学家Henry Glassie的历史视角:音乐教育中民歌的根源

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Journal of Historical Research in Music Education Pub Date : 2021-05-03 DOI: 10.1177/15366006211009201

Ian Cicco, M.M.Ed.

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Editorial 编辑

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Journal of Historical Research in Music Education Pub Date : 2021-04-01 DOI: 10.1177/1536600621990935

M. Mccarthy

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Racial Uplift and American Music, 1878-1943, by Lawrence Schenbeck. Jackson, MS: University Press of Mississippi, 2014 (paper). 《种族提升与美国音乐，1878-1943》，劳伦斯·申贝克著。杰克逊，MS：密西西比大学出版社，2014（论文）。

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Journal of Historical Research in Music Education Pub Date : 2021-04-01 DOI: 10.1177/1536600621989025

Jacob W. Hardesty

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Blackface Nation: Race, Reform, and Identity in American Popular Music, 1812-1925, by Brian Roberts. Chicago: University of Chicago Press, 2017. 《黑脸国家:美国流行音乐中的种族、改革和身份认同，1812-1925》，布莱恩·罗伯茨著。芝加哥:芝加哥大学出版社，2017。

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Journal of Historical Research in Music Education Pub Date : 2021-04-01 DOI: 10.1177/1536600621989024

Timothy E. Nowak

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Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861–1876, by Ronald E. Butchart. Chapel Hill: University of North Carolina Press, 2013. 《解放人民的学校教育:1861-1876年黑人自由的教学、学习和斗争》，罗纳德·e·布查特著。教堂山:北卡罗来纳大学出版社，2013。

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Journal of Historical Research in Music Education Pub Date : 2021-04-01 DOI: 10.1177/1536600621989022

P. Sanders

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Culture, Music Education, and the Chinese Dream in Mainland China, by Wai-Chung Ho. Singapore: Springer Nature Singapore, 2018. 《中国大陆的文化、音乐教育与中国梦》，何伟忠著。新加坡:b施普林格Nature Singapore, 2018。

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Journal of Historical Research in Music Education Pub Date : 2021-04-01 DOI: 10.1177/1536600621989026

Xiaotian Xu, Xinyue Le

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Nearby History: Exploring the Past Around You, by David Kyvig, Myron A. Marty, and Larry Cebula, 4th ed. Lanham, MD: Rowman & Littlefield, 2019. 《附近的历史:探索你身边的过去》，大卫·凯维格、迈伦·a·马蒂和拉里·塞布拉著，第4版。兰哈姆，马里兰州:罗曼和利特菲尔德，2019年。

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Journal of Historical Research in Music Education Pub Date : 2021-04-01 DOI: 10.1177/1536600621989023

Jill M. Sullivan

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Anthony Johnson Showalter: A Pioneer in Southern Gospel Music Education Anthony Johnson Showalter：南方福音音乐教育的先驱

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Journal of Historical Research in Music Education Pub Date : 2020-11-27 DOI: 10.1177/1536600620975512

Alicia Canterbury

{"title":"Anthony Johnson Showalter: A Pioneer in Southern Gospel Music Education","authors":"Alicia Canterbury","doi":"10.1177/1536600620975512","DOIUrl":"https://doi.org/10.1177/1536600620975512","url":null,"abstract":"Anthony Johnson Showalter (c. 1853–1924) was a music educator, gospel composer, publisher, and considered a pioneer in gospel music and education in the late nineteenth century and early twentieth century. Showalter is notably mentioned in numerous texts and studies related to gospel music; however, little data has been collected regarding the tools he used in singing schools—namely, the rudiment books he wrote and the schools where he used the curriculum. The purpose of this study is to discover Showalter’s possible motivation to begin his career, his determination in writing music education curriculum, organizing singing schools, his reasonings for focusing on seven-shape note style, and his influence into the twenty-first century. Materials analyzed included Showalter’s rudiment books, extant copies of his periodical, “The Music Teacher and Home Magazine,” and interviews at present-day gospel singing schools. Extant research related to four-shape and seven-shape hymnody and education was also reviewed. Findings indicate that Showalter was a progressive student-centered educator who utilized alternate tools in helping many with literacy by organizing the Southern Normal Musical Institute. Showalter created materials and opportunities which were accessible to the advanced and the beginner, hence providing a future for gospel singing schools well into the twenty-first century.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"44 1","pages":"71 - 92"},"PeriodicalIF":0.1,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1536600620975512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45350759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0