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Musique instrumentale 10-20-30: Instruments a vent et a percussion. (Instrumental Music 10-20-30: Wind and Percussion Instruments. Teaching Guide).
Alberta Dept. of Education, Edmonton. Language Services Branch. – 1995
The introduction for this Alberta (Canada) music education guide offers reasons for students to study the fine arts at the secondary school level. A philosophy of music education is presented along with 5 key outcomes and 11 music appreciation expectations for secondary students to attain. The volume features wind and percussion instruments. The…
Descriptors: Fine Arts, Foreign Countries, Instrumentation and Orchestration, Music
Justifying Music Instruction in American Public Schools: A Historical Perspective.
Peer reviewed Peer reviewed
Jorgensen, Estelle R. – Arts Education Policy Review, 1995
Charts the development of music education from early utilitarianism up to its current emphasis on aesthetic value. Recent attempts to pursue music education as an interdisciplinary subject have been limited due to budget cuts. Briefly discusses this financial crisis and suggests some sources of alternative funding. (MJP)
Descriptors: Aesthetic Values, Curriculum Design, Educational History, Educational Policy
On "American Music for American Children": The Contribution of Charles L. Seeger.
Peer reviewed Peer reviewed
McCarthy, Marie – Journal of Research in Music Education, 1995
Profiles music scholar Charles L. Seeger and his contribution to U.S. musical life. Seeger played a significant role in introducing vernacular music to schools, extending the definition of U.S. music in the curriculum, presenting music as a cultural subject, and promoting musical diversity in the classroom. (MJP)
Descriptors: Cultural Background, Curriculum Development, Educational Development, Educational History
Focus of Attention and Aesthetic Response.
Peer reviewed Peer reviewed
Madsen, Clifford K. – Journal of Research in Music Education, 1997
Presents the results of a study where musicians listened to 20 minutes of Puccini's, "La Boheme," and indicated which of the five musical elements (melody, rhythm, timbre, dynamics, or everything) commanded their attention. Two groups responded using differing instructions for the Continuous Response Digital Interface. Analyzes the different…
Descriptors: Aesthetic Education, Aesthetic Values, Attention, Attention Span
Sounds before Symbols: What Does Phenomenology Have to Say?
Peer reviewed Peer reviewed
Bartholomew, Douglas – Philosophy of Music Education Review, 1995
Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)
Descriptors: Aesthetic Values, Auditory Perception, Class Activities, Cognitive Development
The Challenge of History.
Peer reviewed Peer reviewed
Rainbow, Bernarr – Philosophy of Music Education Review, 1995
Attempts a deeper understanding of, and justification for, music education by concentrating on its application in two historic periods. Contrasts the utilitarian approach of Greek civilization with the religious and liturgical concepts of the Medieval period. Asserts that historical awareness is an integral component of music education. (MJP)
Descriptors: Aesthetic Values, Choral Music, Cultural Background, European History
Toward a Phenomenology of Music: A Musician's Composition Journal.
Peer reviewed Peer reviewed
Smith, F. Joseph – Philosophy of Music Education Review, 1995
Presents 44 entries from a modern composer and music professors' journal, culled from 1993 to the present. Includes comments and criticisms of composers and musicians, as well as philosophical and practical observations. (MJP)
Descriptors: Aesthetic Values, Auditory Perception, Choral Music, Cognitive Processes