Journal of Historical Research in Music Education最新文献_第8页

Book Review: Sounds of the New Deal: The Federal Music Project in the West, by Peter Gough. Foreword by Peggy Seeger. Urbana: University of Illinois Press, 2015. 书评:《新政之声:西部的联邦音乐计划》，彼得·高夫著。佩吉·西格序。厄巴纳:伊利诺伊大学出版社，2015。

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Journal of Historical Research in Music Education Pub Date : 2020-07-08 DOI: 10.1177/1536600620940084

William R. Lee

{"title":"Book Review: Sounds of the New Deal: The Federal Music Project in the West, by Peter Gough. Foreword by Peggy Seeger. Urbana: University of Illinois Press, 2015.","authors":"William R. Lee","doi":"10.1177/1536600620940084","DOIUrl":"https://doi.org/10.1177/1536600620940084","url":null,"abstract":"creative project became a vehicle for teaching academic skills including grammar, punctuation, and handwriting, plus the social skills of working as a team. Martin discusses misconceptions about progressive education, quoting Dewey: “Education is not preparation for life; education is life itself” (p. 62). Martin notes that there were many different educational reform movements in the 1930s, and historical educational accounts tend to combine these movements into one “progressive education,” ignoring the complexity of reform. There is a misconception that progressive schools were for elite children of the upper classes. But John Dewey, Francis W. Parker, and other members of the progressive movement wanted a sound education for as many children as possible, rejecting nineteenth-century methods of drill, tests, and memorization. Little Red, located in Greenwich Village, a neighborhood in New York City known as an artists’ haven, had children of all economic classes. A misconception of progressive education has been the assumption that the curriculum was all unstructured play, frills, and superficial anti-intellectual activities. Little Red classmates remember learning together, studying real anthills, creating murals, building a model of the Colosseum, and doing the necessary research connected with these projects. Play productions included research, writing, designing scenery, acting, and directing. Classes were large, with as many as 43 students in a class. The teachers changed each year, but the students stayed together, moving to each new grade as a group and developing a sense of identity. The philosophy at Little Red claimed education was not preparation for a specific work force, but preparation for life. School was our Life is not a chronological history of the Little Red School House or a summary of progressive education in the era. The book is a collective memory, a reflection by a group of schoolmates who experienced Little Red in the 1920s and the 1930s, and are now in their late eighties. Their memories may not be always accurate or consistent, but a composite memory produces a self-checking and detailed story, as individuals contributed their versions and confirmed or contradicted each other. Since the interviewees are not identified, the reader does not develop an understanding of the views of individual schoolmates, with the exception of the author. This composite is not a reproduction of events of the 1920s and the 1930s, but an adult viewpoint reflecting on the experiences of the schoolmates. While it is difficult to grasp the objective philosophy of the Little Red Schoolhouse from this book, the reader develops an understanding of the values and mission of this school and the place of the arts in education as former students remembered it.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"42 1","pages":"93 - 96"},"PeriodicalIF":0.1,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1536600620940084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41601970","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}

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Book Review: Sarah Anna Glover: Nineteenth-Century Music Education Pioneer, by Jane Southcott. Lanham, MD: Lexington Books, 2019. 书评:莎拉·安娜·格洛弗:19世纪音乐教育先驱，简·索斯科特著。兰哈姆，马里兰州:列克星敦图书，2019年。

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Journal of Historical Research in Music Education Pub Date : 2020-07-03 DOI: 10.1177/1536600620937481

Patti Tolbert

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Book Review: School was our Life: Remembering Progressive Education, by Jane Roland Martin. Foreword by Estelle R. Jorgensen. IN: Indiana University Press, 2018. 书评:《学校是我们的生活:铭记进步教育》，简·罗兰·马丁著。作者:Estelle R. Jorgensen。印:印第安纳大学出版社，2018。

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Journal of Historical Research in Music Education Pub Date : 2020-06-25 DOI: 10.1177/1536600620937483

Sondra Wieland Howe

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Frank William Westhoff (1863–1938): A Music Education Leader of the Progressive Era 弗兰克·威廉·韦斯特霍夫(1863-1938):进步时代的音乐教育领袖

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Journal of Historical Research in Music Education Pub Date : 2020-06-08 DOI: 10.1177/1536600620929227

Phillip M. Hash

{"title":"Frank William Westhoff (1863–1938): A Music Education Leader of the Progressive Era","authors":"Phillip M. Hash","doi":"10.1177/1536600620929227","DOIUrl":"https://doi.org/10.1177/1536600620929227","url":null,"abstract":"The purpose of this study was to examine the life and work of Frank William Westhoff (1863–1938), a leader in music education during the progressive era (circa 1890s–1950s). Research questions focused on his work as a music supervisor, teacher educator, pedagogue, and textbook author. I also explored Westhoff’s contributions to the profession and influence on music education. Westhoff was born in St. Charles County, Missouri, in 1863. He moved to Decatur, Illinois, in 1884, and in 1893 he began supervising music in the city’s public schools. From 1901 to 1935, Westhoff served as music instructor at ISNU, where he taught methods classes, directed ensembles, and supervised music in the local public schools. He died in Normal, Illinois, in 1938. Although Westhoff was not as prominent a figure in music education as those who led the field on a national level during his time, he played an important role in sustaining, perpetuating, and expanding school music on a regional basis throughout much of the progressive era. He was a founding member of Music Supervisors’ National Conference at Keokuk, Iowa, in 1907, and published numerous compositions and didactic materials, including a statewide curriculum that helped standardize music instruction in Illinois.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":" 6","pages":"26 - 52"},"PeriodicalIF":0.1,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1536600620929227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41253972","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: 1

Book Review: May We Forever Stand: A History of the Black National Anthem, by Imani Perry 书评:《愿我们永远屹立:黑人国歌的历史》，伊马尼·佩里著

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Journal of Historical Research in Music Education Pub Date : 2020-04-01 DOI: 10.1177/1536600619901026

Erica Kupinski

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Claude V. Palisca as Music Educator: The Yale Seminar on Music Education and the Norton Anthology of Western Music 音乐教育家克劳德·V·帕利斯卡：耶鲁音乐教育研讨会与诺顿西方音乐选集

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Journal of Historical Research in Music Education Pub Date : 2020-04-01 DOI: 10.1177/1536600619836094

Jelena Dj. Simonović Schiff, J. Humphreys

{"title":"Claude V. Palisca as Music Educator: The Yale Seminar on Music Education and the Norton Anthology of Western Music","authors":"Jelena Dj. Simonović Schiff, J. Humphreys","doi":"10.1177/1536600619836094","DOIUrl":"https://doi.org/10.1177/1536600619836094","url":null,"abstract":"Claude V. Palisca (1921–2001) was a prominent American musicologist and music educator. He authored books and articles about Renaissance and Baroque music theory and developments in musicology, but is most widely known as the founder and first editor of the Norton Anthology of Western Music (NAWM) and coauthor of A History of Western Music, the two music history textbooks that are still in use in classrooms worldwide. In this article, we trace Palisca’s first idea of the NAWM’s structure, content, and purpose through his writings and activities between the 1950s and late 1970s. The central part among Palisca’s activities in music education belongs to his organization of the Yale Seminar on Music Education, his seminar report, and the listening curriculum designed to instill more balance between performance and academic study in largely performance-oriented public school music programs. In his listening curriculum, Palisca argued for emphasis on understanding music through listening within the historical and theoretical context of the music work, an approach he would later pursue in the NAWM. Palisca hinted that a similar teaching “package” is needed for the undergraduate level, thus identifying the listening curriculum from his Yale Seminar report as the first glimmer of the future NAWM.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"41 1","pages":"179 - 200"},"PeriodicalIF":0.1,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1536600619836094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47969563","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: 2

Editorial 编辑

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Journal of Historical Research in Music Education Pub Date : 2020-04-01 DOI: 10.1177/1536600620906228

M. Mccarthy

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Book Review: Everybody Sing! Community Singing in the American Picture Palace, by Esther M. Morgan-Ellis 书评：人人歌唱！Esther M.Morgan Ellis在美国图片宫的社区歌唱

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Journal of Historical Research in Music Education Pub Date : 2020-01-27 DOI: 10.1177/1536600619901025

Alan L. Spurgeon

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Ralph L. Baldwin: His Influence on American Music Education through Teaching, Publication, and Service 拉尔夫·L·鲍德温：从教学、出版和服务看他对美国音乐教育的影响

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Journal of Historical Research in Music Education Pub Date : 2020-01-27 DOI: 10.1177/1536600620901329

Casey L. Gerber

{"title":"Ralph L. Baldwin: His Influence on American Music Education through Teaching, Publication, and Service","authors":"Casey L. Gerber","doi":"10.1177/1536600620901329","DOIUrl":"https://doi.org/10.1177/1536600620901329","url":null,"abstract":"Ralph L. Baldwin (1872–1943) was a prominent music educator who, in addition to his role as a teacher, was an author, composer, and leader of various professional music organizations. Baldwin later became known through his many publications and as the administrator of the Sterrie Weaver Summer School after Weaver’s untimely death. This narrative study was intended to describe the teaching philosophy developed by Baldwin. In addition, the visibility and recognition brought to Baldwin through his books in the “Music Education Series,” published by Ginn and Company, were detailed. Baldwin advocated teaching sight reading or the “language” of music to balance out the rote singing methods being used. He blended the rote and note philosophies much like his predecessor Sterrie Weaver. While Baldwin’s methods and publications are not necessarily used in American classrooms today, it is important to recognize the quality ideas and resources that he offered to music educators of that time. Baldwin’s publications are a good example of an effective instructional method, including materials, that directly preceded the adoption of current methods and approaches to music education.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"43 1","pages":"5 - 25"},"PeriodicalIF":0.1,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1536600620901329","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47129822","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

Book Review: Eleanor Smith’s Hull House Songs: The Music of Protest and Hope in Jane Addams’s Chicago, by Graham Cassano, Rima Lunin Schultz, and Jessica Payette 书评:埃莉诺·史密斯的《赫尔之歌:简·亚当斯的《芝加哥》中的抗议与希望之歌》，作者:格雷厄姆·卡萨诺、里玛·鲁宁·舒尔茨和杰西卡·帕耶特

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Journal of Historical Research in Music Education Pub Date : 2020-01-17 DOI: 10.1177/1536600619901021

Casey L. Gerber

{"title":"Book Review: Eleanor Smith’s Hull House Songs: The Music of Protest and Hope in Jane Addams’s Chicago, by Graham Cassano, Rima Lunin Schultz, and Jessica Payette","authors":"Casey L. Gerber","doi":"10.1177/1536600619901021","DOIUrl":"https://doi.org/10.1177/1536600619901021","url":null,"abstract":"With time, these types of formal social contacts faded, and Perry notes that a weakening in importance of “Lift Every Voice and Sing” was observable in black communities. Given the changing political climate and the increased struggles facing African Americans, new songs known as Freedom Songs, like “We Shall Overcome,” began to emerge as contemporary anthems. This was most evident during the post–Civil Rights era and the rise of the “Black Power” movement. Perry identifies general community connectedness and community-building as principles more influential in its popularity than in efforts to teach the song. Since its composition in 1900, “Lift Every Voice and Sing,” has symbolized the pride, expectations, dreams, and aspirations of black Americans. In short, it has helped many to understand what it means to be an African American. Perry’s inclusion of minor events in Africa or other parts of the world in reference to the anthem was distracting. Still, she noted, the concerns and values shared among black communities were similar regardless of location, even within the different regions of the United States. May We Forever Stand is well researched and easy to read. To create a realistic retelling of the story, recollections of community contacts were arranged both chronologically and thematically. Written initially for individuals interested in African American cultural studies, the book has significant importance to musicologists, ethnomusicologists, and music educators. While little musical analysis is provided, the importance of singing together, the contexts in which the song was sung, and the evolution of the song over time is what makes this book most worth the attention of educators. Perry provides a wealth of cultural knowledge for individuals wishing to gain a more socially and culturally relevant perspective of this song. She brings to light many events typically not addressed in mainstream histories. It is a uniquely honest view of what life truly was like for many and how the meaning of “Lift Every Voice and Sing” has helped shape generations of African Americans to the present day. The book is an interesting explanation of the social, political, historical, and cultural aspects of music in African American culture. Although the actual musical connection to the Black National Anthem itself was weaker than expected, music historians and educators seeking a deeper understanding of the evolution of the song and its cultural significance will find this a book worth reading. May We Forever Stand: A History of the Black National Anthem is a historically and culturally significant book of which all members of the music education profession should be aware.","PeriodicalId":40170,"journal":{"name":"Journal of Historical Research in Music Education","volume":"41 1","pages":"204 - 206"},"PeriodicalIF":0.1,"publicationDate":"2020-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1536600619901021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48666855","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