Study Guide Chapter 1- 8

8/7/2019 Study Guide Chapter 1- 8

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Notes from the videos

Lecture 1

Early civilization-Music serves Godrituals

-involves music…music is for all

Ancient Greece-believed in educating body and spirit-did that with music and gymnastics

-music and math=harmony of the universePeople

1. Pathagoras 582-507 BC-mathematician

-believed music and math was totally combined to each other -believed any one who comprehended music could comprehend the harmony

Of the universe-began music theory

2. PlatoIDEALISM 427-347 BC-music impacts behavior and values

-philosopher -wanted music censored because he believed it affected values and behavior

-believed there was a fixed body of truth in music3. Aristotle 384-322 REALIST

-music is only important, but only because it contributes to musical taste-philosopher

-beauty in the eye of the beholder -disagreed with Plato

-truth depended on the person perceiving it-devalued music in his eyes

-education should serve both the community and the individual-not supportive of music study

-thought music should be for enjoymentleisure activity

Ancient Greece 600 BC3 tiered system of education

1. primary2. secondary

3. tertiary

-developed body and soul-met 7 days a week

-limited to boys-went to school to the age of 15

Rome-music was not taught to aristocracy

-music was taught to slaves and commoners-higher emphasis on law and politics



-3 teachers of literature-2 gymnastics teachers

-1 music teacher who was paid the most

-dialectic method of instruction

-belief that one can only find truth by asking the right questionHow do you play this?What rhythm do you see?

Greek Philosophy

Quadrivium

-arithmetic, geometry, astronomy, and harmonics

Ancient Greece

Doctrine of Ethos-some music is evil

-some music is good-moral behavior is affected by music

Music centered around the mathematics of musical sound

-music considered as all of the arts-music as we know it was considered both singing and instrumental music (lyre,

aulos, choirs)

Ancient Rome 322 BC-Things changed with Roman conquests

-music was learned only by slaves

Early Christianity-Greek ideas and Christianity came back

-MUSIC IS THEORY AND ART…BOTH…EVEN TODAY

Education divided into seven subjects-Quadrivium (upper)

arithmetic, geometry, astronomy, music-Trivium

grammar, logic, rhetoric

Performance was the goal!Understanding the mathematical connection in music was of higher importance.

Romans thought music was for slaves.Musicians were inferior because they were in the service of an audience.

Performers were only slaves or foreigners who were subservient.



Roman Music EducationQuadrivium included only music disciplinenot performance

Not musica senora

musica disciplinetheoretical study of music

musica senoraonly know through senses not by reason or intellect

Theory was separate from performance.

Middle Ages 4th Century-15th Century

-Scholae Cantorum 5th-6

thCentury

-Theory and performance treated equally

-Encouraged musicians

-Time of progress-First records of music schools

-endoctrinate the young-schooled citizens

-schools popped up everywhereWritten notationMAJOR TURNING POINT

1. Training in other systems2. Music practicum was written down not by rote

3. Begins recorded history of music of the time period

Middle Ages ends with the Christian Reformation

Martin Luther (1483-1546)-music was controversial

-believed…1. all citizens need education

2. all children should study music3. it is ok to enjoy music

John Calvin

-opposed enjoyment of music

There was a split in the Christian world between Luther vs. Calvin

Secular (Luther) vs. Sacred (Calvin)

Private Teaching-clearly defined sacred and secular music

-fundamental and contemporary music

Review1. Early Greeks are the foundation for music in our schools



2. Plato and Aristotle both advocated studying music.3. Quadrivium was the guiding curriculum.

4. Music has powerDoctrine of Ethos5. Roman crusades change education

1. Philosophies change2. Music training has always been controversial

3. Music was divided into sacred and secular 4. Education for citizens became increasingly critical.

5. Society organized its schools.

UNIT 2 2.1

Colonization 1500-1800

Chapter 1

Incas (South America)

1. Organizedhighly especially royal family2. Both boys and girls should be educated in politics, speaking, poetry, music and

homemaking…similar to Greeks

Spanish…Pedro de Gante-Franciscan friar and musician

-Mexico 1523-Spanish

-imposed their ideas and culture on the natives-built music school in Mexico 1554

-1st

organized music education on our continent-University 1536 (100 YEARS BEFORE HARVARD)

French

-integrated culture with Indians-both Spanish and French had mission schools which incorporated music

-did not happen in New England

New England-Each group educated children differently

Moravian

-trombone choirs-wrote own music

- John Amos Comenius-German branch of Unity Church of Brethren



-strongly in music-1

stperformances in America

-piano, organ, orchestra, singing-public schools died out

-big archives of music

ShakersEngland’s Quaker church-equality of the sexes

-celibate-dance during service

-shaking…Shakers-shaped notes

Pilgrims

-book of Psalms

Puritans-Calvinists

-simple services-chant and response

-Some music unsuitable-founded Harvard

-Bay Song Book 1639-no notation

-1st

public law for education-1

stuniversity

-did not believe in music education in schools

ColonizationNew England-music notation

Church Singing two ways

1. Regular wayreading notation

2. Old wayLining outleader sings, congregation echoes

Psalmody

Rev. John Tufts 1689-1750-1721 An Introduction to the Singing of Psalm Tunes

1. provided music reading instruction to children2. FASOLA Singing-4 syllables

punctuation was used for rhythm

-idea of fa so la still around-used by unschooled rural southerners



-meetings in the evenings

Singing School Movement 1700’s to late 1800’s

-met in evening

-song school instruction

Review

-Europe sent out explorers-Many ships came

-Some imposed their beliefs (MexicoSpanish)-Some integrated (French)

-Colonized the lands they discovered bringing with them their beliefs, religion,and philosophies

-New England colonies did not share beliefs with Morovians, Puritans, Shakers,Pilgrims

-Two ways of singing-Lining outPsalmody

-Old wayNotation-Need for better singing in churches led to group gatherings

-John TuftFASOLA singing using 4 syllables-Transitional singing schools were led by singing masters

UNIT 2 2.2

Music in Schools: Setting the Stage

5 VIPs

Johann Pestalozzi (1746-1827)

-Swiss educator -Liked Jean Jacques Rousseau philosophy of education

-Read Rousseau’s Emile-worked with disadvantaged children and orphans

-advocate of Rousseau-total development of the child

-General methodChildren love and trust their teachers

-emotional security satisfy infant need in baby mother relationship-learning environment was loving and trusting

-love and trust of teachers made education possible

-Special methodSequenced education-series of steps

1. relate to what a child already knows2. Move from concrete to abstract concept



3. Start with the easiest skill4. Move in general from simple ideas to complex ideas

Innovative Method

STRESSED EDUCATION FOR THE WHOLE CHILD.

Pestalozzi was NOT a music teacher.

Hans Nageli 1773-1836 –Pestalozzi was observed by Nageli

-European

-Music1. Rhythm

2. Melody3. Dynamics

-Created teaching techniques

-Composer and publicist-Blest be the Tie that Binds

William Woodbridge 1794-1845

-educator, administrator, civic leader, minster, geographer -traveled to Europe to gather aspects of his civic role

-Studied the Pestalozzian Methods of teaching music via Nageli, Pfeiffer,and others in Switzerland

-brought back German materials that needed to be translated

Elam Ives 1802-1864-Translated materials for Woodbridge

-Connecticut music teacher -Composer

-1st

to use Pestalozzi principles in his music classroom

Principles1. sounds before signs

2. learn by imitating; active learning3. teach one thing at a time

4. master each step before moving on5. practice before theory

6. analyze and practice elements of sound7. use same notational system in vocal as in instrumental music

VERY REVOLUTIOINARY AT THE TIME



Instrumental teachers did not adopt these methods.

Heinrich Pestalozzinew method for early childhood education

Hans Nageliused Pestalozzi teaching techniques with music

William Woodbridgetravelled to Europe…Switzerland…and back to USElam Ivestranslated and used the information brought back by WoodbridgeLowell MasonWoodbridge’s friend

Lowell Mason 1792-1872

-heard Woodbridge give a speech about the new Pestalozzi methods-became advocate of Pestalozzian Philosophy

-more Nageli and Ives philosophy because they applied it to music-founded in 1832 the Boston Academy of Music

-Combined with Woodbridge to encourage officials that music should be inpublic schools

-wanted to use Boston Academy to train teachers who could then go out intoand work in the schools

-FATHER OF AMERICAN MUSIC EDUCATORS-1837 Petitioned the Boston School Board to add vocal music

-Said music was…1. Intellectually good

2. Morally good3. Physically good

-Boston school Board said no initially.

-Mason said he would conduct an experiment in music in one school-Mason would teach without pay

-The experiment was a success-Boston School Board added music to the school

Sept. 1837

-petitioned School Board to add vocal musicNov. 1837

-petition approved as an experiment after Mason said he would teach for no pay,free

Aug. 1838-paid position for vocal music was approved by the Boston School Board

-Music was ok to be in schools-music was a hit

1838-approved paid music position in all public schools

-music was popular



UNIT 3 SPREADING THE GOOD NEWS 1850-1930

Music integration problems-should we have music or not

-budget

-qualified teachers-music value

School music has ALWAYS been controversialThis was a time of experimenting with music.

Vocal music Programs

-became required subjects but was taught by the general music teacher

Scientific movement-Music was entertainment

Pragmatic School Boards

-Wanted more scientific organized curriculum-More knowledge based than performance based

1. sight-reading2. frequent testing

3. recitations

Music Supervisors went to schools to check on the way the general teachers wereteaching music.

Great debate…

1. Note reading approach2. Teach by rote

Pestalozzi verses the rest of the world

THE DEBATE IS STILL GOING ON!

Progressive education MovementRousseau

PestalozziJohn Dewey

Research became widespread during this time.

Tried to attain the stages of child development so education would be more effective

18731st

introduction of kindergarten

1st

sign of progressive movement



Music is in high schools and is last to be developed.

1860There were 300 High schools in the US mainly in the North.

Late 1800’s only 4 % of high school age students attended high school.

High Schools-had no electives

-same classes-European masters and Opera

Town bands

-live music which was only entertainment-Sousa Band was popularno radio

Early 1900’s

-ensembles were added to high schools

PERFORMANCED BASED ORIGINVS.

NEED FOR LARGE GROUP INSTRUCTION IN SCHOOLS

Bands with students who take private lessons are generally better.

School GrowthBand growth

-more schools-Maidston Movement (Brittain)

(class violin instruction in Europe)-Needed method books

Curriculum

1923 The Universal Teacher -by Joseph Maddy and Thaddeus Giddings

-all instruments had equal expectations-heterogeneous

-needed materials for group instruction-method books

Heterogeneous vs. homogeneous



CHAPTER 1 Moses, Music and Religion, Jews p. 3-6

P. 3 Hebrews

3 Music was human invention3 Music used for work, worship, enjoyment

4 Enriched during slavery in Egypt

4 culture employed poetry and music4 music expressed religion and culture4-5 Samuel music high level

p. 4 Moses

4 first true music educator

p. 4 Samuel4 music high level

p. 5 David5 complex music and voices

p. 5 Levites5 descendants of Aaron

5 trained professional singers5 began at 25 age

p. 5 bards

5 paid to sing at weddings, banquets, and other religious and civiccelebrations

p. 5 Sumerians5 responsive singing

p. 5 Anshe Maamad

5 traveled to Jerusalem to be trained by the Levites

p. 5 Rabbi Joshua ben Hananya5 layperson taught by the Levites

p. 5 Rabbi Johanen ben Zakkai5 layperson taught by the Levites

CHAPTER 2 GREEKS

p. 7 Greeks

7 assumed the culture of those they conquered in 1000 BC7 democratic system

8 education was importantoriginated many contemporary Wester educational beliefs and ideas



p. 9 Greek School8 created a three tiered educational system

Primary, secondary, and tertiary…where boys prepared for theMilitary

8 educations systems were built on music, included poetry and gymnastics

8 BODY AND SOUL9 Boys attended school with their slavescollective schooling9 Girls did not attend school

9 level of schools1st music schoolpoetry accompany themselves with the lyre

ages 7-142

ndindividual basisall day…dawn til dark

9 TELES4th Century Philosopher Gymnastic trainers, literary masters, music masters, and painters…

4 chief burdens of boys

p. 7 Golden Age7 Athenians enjoyed beautiful architecture, arts, highly developed

educational system

p. 8 Sophistry and Sophis8 had greatest influence on Athenian life

8 teachers who held the highest humanistic ideas8 balanced individual had the ability to discipline and control himself

determining his own satisfaction and happiness8 became dogmatic…imposing beliefs

8 did not believe in divine force8 man makes his own rules

p. 9 Pythagoras (582-507)

mathematicianinfluenced the study of music

music and arithmetic were connectedscientific aspects of music were built upon mathematical relationships

music was microcosm…a system of sound and rhythm ruled by the samemathematical laws that operate in the whole of the visible and

invisible creationA person who understood musical proportions could understand the

harmony of the universe. Music as a mathematical science becamean important subject of study and remained so for many centuries



p. 9-10 Sparta9 Warrior city

10 musical capitol of Greece10 educational efforts were totally to prepare men for battle

10 loyalty

p. 10 Plutarch10 two music schools

1. 2/3 of the seventh centuryvocal and instrumental solos2. end of the seventh and beginning of the sixth –choral lyrics

And produced renowned musicians and poetsp. 10 Athens

10 less violent---more civilized10 Music came to mean fine arts

10 drawing, dancing, music10 Male students learned the lyre and the aulos---oboe

11 Most important…choral singing…accomp. Aulos11 Choral competitionsused professionals which led to the decline

Of music music Greek education11 Organized schools…

Three literature teachers, two gymnastics teachers, and one musicteacher

EPHEDIAwhere young men served their military obligationP 11 Decline of music education

11 no longer within the technical ability of amateurs to performp. 11 Plato (427-347 AD)

11 education and ideal citizen11 influenced by Socratesideal citizen

12 Plato’s Republic12 Republic and Laws

Music and gymnasticsself control, friendly cooperationLoyalty to groups and ideals

12 Socrates advocated the appointment of a supervisor of music andGymnastics

13 Believed that music influenced values and behaviorcensored music13 music whole body and soul

13 Art sometimes truth…sometimes not14 Believed that people were misled by sensory impressions, so the

Intellect could discover truth14 TRUTH

14 QuadriviumArithmetic, geometry, astronomy, and harmonics

p. 14 Quadrivium

14 Arithmetic, geometry, astronomy, and harmonics or music



p. 14 Aristotle (382-322 BC)15 Students learn music to develop musical taste rather than to compete

With professionals.15 By 1

stcentury music and gymnastics had all but disappeared from the

Liberal curriculum of Greek Schools. Education became literary.

p. 15 Rome15 insignificant music contributions

15 most important contribution to education was its system of trainingStudents as they prepared for legal careers

16 musicians were artisans who did not come from the aristocracy.16 music and art were professional musicians and artists who often were

Slaves influenced by Hellenism.16 scientific and gifted students studied music as a mathematical science

And part of their secondary educationp. 16 Athenaeus 200 AD

16 wrote books about Roman life16 Deipnosophistai

16 treasured music16 law required teaching boys from infancy the art of singing hymns

To heroes and to the Gods

CHAPTER 3 EARLY CHRISTIAN TO THE REFORMATION

P. 18 St. Augustine (Aurelius Augustine)18 music appealed to the emotions

18 pegan youth18 founded the monastery of Hippo…became the bishop of Hippo

19 profoundly influenced ChristianityEuropean Religion19 education was the function of the church

19 De Musicamerged the Greek musical practices and theory andmerged them with Christianity

19 theoretical blended with the mathematical of musicReason over emotion…but emotion still touched him

P. 19 De MusicaSt. Augustine

19 merged the Greek musical practices and theory andmerged them with Christianity

19 prepared the way for the development of music as an integral part of Christian life



P. 18. Edit of Milanlegalized Christianity

P. 19 Boethius

19 a true musician approached music not through the senses but through

the faculty of reason19 ars musica was not art but music theory19 musician not a performer…but one who could speculate about music

P. 19 Ars MusicaMusical art

p. 20 Seven Liberal Arts

20 liberal means free20 free arts were the means by which one achieved spiritual and

Intellectual20 liberal arts were only fit for free men

20 Trivium

Lower levels of disciplinesgrammar, logic, and rhetoricpractical

20 QuadriviumHigher levels of disciplinesarithmetic, geometry, astronomy, and

MusicSecrets of the universe

20 Two divisions of music

Musica disciplinemathematicssecrets of physical realityMusica Sonoravoice and musical instruments--emotionsl

20 Trivium

Lower levels of disciplinesgrammar, logic, and rhetoricpractical

20 QuadriviumHigher levels of disciplinesarithmetic, geometry, astronomy, and

MusicSecrets of the universe

20 Boethius (475-525)

20 was a Roman statesman and scholar whose work, De InstitutioneMusica, preserved Greek music theory and was studied by

For over a millennium20 writings appealed to scholars because of his emphasis on reason

21 higher levelmusic communicates truth21 lower levelmusic communicates emotions

22 agreed with Pythagorean theorists that the motion of the planets createpitches



20 De Institutione Musica20 Boethius

20 Work about the quadrivium20 Pythagoran treatise by Nicomachus

20 Ptolemy’s three part Harmonics

20 revised by Johann de Muris

p. 22 Music education in the Middle Ages

22 musicmathematical subject22 musicliving art

p. 22 Scholae cantorumsinging schools

22 used to train singers and composers for the church22 Pope Gregory expanded the schools near the end of the sixth

Century22 instruction in singing, playing an instrument, harmony, and

Composition22 boys could become educated and enter a profession

22 knights needed to sing so they could compose songs about heroismp. 22 The Carolingian Empire

22 Charlemagne742-766 encouraged and supported the revival of Education

22 implemented a singing school23 wanted boys to sing psalms

22 The cathedral School of MetzFounded by Bishop Chrodgang

23 Three types of schoolsMonasteryhighest level of educationeventually disappeared

because of competition from new universities and cityschools…especially in Germany

Cathedralintermediate instructionParishelementary instructioneventually girls could go to

convent schoolsp. 23 New kinds of schools

23-24 private schools were founded…taught by clergyp. 24 Development of exact notation

24 Odo of Cluny24 Guido d’Arezzo

p. 24 Odo of Cluny24 singer who became head of the abby of cluny

24 wrote theory music24 Enchriridion musicesdialogue of musicasystematic use of letters

To represent pitches…A-G



p. 25 Guido d’Arezzo25 the most important early music teacher

25 choir master 25 Ut queant laxis

25 ut, re, mi, fa, sol, la

26 provided practical music instruction…but also believed in theutilitarian need of music

p. 25 Musical staff 25 F C and G Clefs

25 colors25 first were four lines

P. 26 Guidonian Hand

26…not actually Guido invention26 manus musicalis

26 manus guidonis…in Musica practice

p. 26 music and notation26 notation became the major subject of music so music

Could be performed as it was conceived.p. 26-27 Medieval Universities

26 monastery schools26 Internal schoolsscholae internafor students who planned

To take religious vows28 External schoolsscholae externafor students who did

Not plan to enter a religious order.28 ended near the millennium because the monks thought

It was going to be the end of the world.28 During the later part of the twelfth century, cathedral schools of Notre

Dame gradually merged with several church schools in Paris andDeveloped a new institution…the University.

28 Sorbonnnefirst to develop from cathedral and church schools28 had seven liberal arts

28 trivium…bachelor’s degree29 professions…law, medicine, theology

28 failure of music meant no teaching licensep. 28 musica speculativestudy of music as a mathematical science

p. 28 musica practiceapplied music29 Notre Dame singing school was a prep school for the university

29 Sorbonne was supported by choristers…received scholarships

p. 28 musica speculativestudy of music as a mathematical science

p. 28 musica practiceapplied music



P. 29 Renaissance29 focused on the past and the future…Greece and Roman cultures…ant

Renaissance intellect29 middle of the 14

thcentury, academic aspect of music declined

30 middle of the 16th

century, music was not a part of the university

Curriculum

p. 30 Protestant Reformation and Education

30 St. Benno, bishop of Meissen is credited with restoring public singingOf the Divine Office in the 11 century…but did not spread until

Years later 31 changed education…

Attendance declined at schoolsMonasteries closed..and their schools

Nobles embezzled educational fundsTransfer of education from the church to the state

31 Protestantism spread…no need for Catholic Schools…no need toPrepare students for priesthood

p. 30 Desiderius Erasmus (1469-1536)30 promoted both classical and biblical studies…complementary

30 wrote The Right Method of Instruction30 wrote The Liberal Education of Boys

30 educated manknowledgeable, honest, capable of independentjudgment.

30 sound education is essential to real wisdom30 wrote textbooks and guides to help teachers and students in their

Study of classical literature30 MOST SIGNIFICANT CONTRIBUTION WAS THE DEVELOP-

MENT OF A THEORY OF HUMANISTIC EDUCATION INWHICH A BOND WAS ESTABLISHED BETWEEN

CLASSICAL KNOWLEDGE AND SOUND MORALCHARACTER.

p. 31 Martin Luther 31 Reformation began with Luther’s attack on the papacy

31 95 Thesis on the door of the castle of Whittenberg 1517…changedAll religion

31 spokesman for universal education…common and elite31 with Melancthon…education preceptor of Germany…planned to

Create the first public school system since Roman Empire32 recommended adding music, poetry, history, and the whole course

Of mathematics to the normal course of reading, writing, andArithmetic.

32 theology only deemed higher than music32 children should study music

32 teachers should be musicians32 schools he established always had music



32 the first, evangelical schools, provided elementary education32 The two others were both Latin schools that provided

Secondary education32 Music should be studied in all three divisions

32 Georg Rahu, composer and printer (printed music for the church and

Schools) and Johann Walther, a composer And teacher (edited and compiled the protestant school music)assisted Luther

p. 32 John Calvin (1509-1564)

32 Protestant Popefrench Protestant reformer, theologian, educator

32 led to divisions in Protestantism32 The Institutes of the Christian ReligionChief work

32 abandons all sacraments except baptism and the Lord’s supper 33 believed in predestination.

33 Puritanical33 believed that music should be enjoyed when combined with reverence

For God.33 Congregational singing

33Geneva Psalter of 1565Claude GoudimelP. 33 John Marbecke (1510-1585)

33 theologian33 Henry VIII organist at St. George’s Chapel in Windsor Castle

33 Wrote The Book of Common Prayer Noted (1550) a musical settingOf Bishop Thomas Cranmer’s 1544 Anglican service

33 Gregorian Chant- modulation in the recitation of psalms, and a song-Like manner in the canticles and works take from the Mass

P. 34 Education in the seventeenth Century: the age of realismP. 34 John Amos Comenius

34 born in Bohemia later settled in Poland34 educator

34 Gate of Languages Unlockedwrote34 The World through Sense Pictures

34 pansolosophyall true things must be in harmony with trueReligion, including true philosophy and true art

34 The Great Didacticdiscussed the teaching of music and artSpecifically in terms of curriculum and method

34 singing well-known melodies and, for those with musical aptitudeLearning the elements of advanced music

34 wrote about what children should learn and what they shouldAccomplish

35 graduated music…



P. 35 John Locke (1632-1704)35 Born in England, attended Oxford University, bachelor and masters

Degree35 security of society and individual most important

35 He recommended music as a form of recreation to “divert and

Delight pupils wearied with Study or Dancing35 Dancing instruction importantP. 35 Richard Mulcaster (1530-1611)

35 headmaster of the Merchant Taylor’s School of London36 child’s interests and abilities should be considered when developing

Educational programs36 used English for instruction

P. 36 Music Instruction in German Schools36 Music was a curricular subject in some German schools, normally at

The secondary level.36 elementary--German…children learned by rote and sang by ear

36 intermediateGerman…boys progressed to music theory and partSinging, and they composed in class

36 upper levelGerman…studied more advanced theory and wereExpected to master sight singing and part singing.

36 some German schools were excellent36 boys sang in school and for special occasions

36 during Enlightenment, music not so close to religion, parish schoolMasters who were organists taught music were replaced by

Untrained music teachers36 1910 a law was passed requiring music teachers to pass a state

Examination after three or four terms of study.P. 37 Private music instruction

37 Private music instruction was always available in European countries.P. 37 Beginnings of Music conservatories

37 the training school fro professional musicians, were Italian charitableInstitutions for orphans and other underprivileged children.

37 asylums or ospedali37 girls learned vocal and instrumental music and sang in choirs.

CHAPTER 4

P. 45 Native Americans and the Spanish ConquerorsP. 45 Incas

45 Music instruction was given in schools for the children of the royalFamily and the nobles of the empire

45 Four-year of study culminated in oral examinations that tested studentKnowledge of wars, conquests, and sacrifices as celebrated in song

45 women received music education so they could sing and play the fluteTo entertain banquets of royalty and nobility

46 Jesuits came to Peru 1568 and conversion of indigenous peopleOccurred



P. 46 The Aztecs46 Hernando Cortes conquered Mexico in 1521

46 Aztecs converted to Christianity46 Pedro de Gante opened school

47 Moved to Mexico City in 1527

47 built over 100 churches47 built schools47 University in Mexico

47 ORDINARY OF MASS WAS PRINTED IN 1556FIRST BOOK PRINTED IN AMERICA

47 Francisco Coronado conquered the area that is now New Mexico47 Juan de Padilla left by Coronado

47 Music teacher 47 Juan de Zumarraga wrote…Indians are great lovers of music,

And the religious who hear their confessions tell us thatThey are converted more by music than by preaching

And we can see they come from distant regions to hear it.48 Spanish enslaved indigenous people

P. 48 Native Americans and the French48 Jacques Cartier1534thought riches were in Canada

48 French did not inslave the indigenous people49 Brought Christianity to people through music

49 Created schools to Louisiana.49 used music for conversion

P. 49 Early Immigrant Groups to the New World49 American Music began with the founders if the English Colonies in

New England49 William Penn and the Quakers

49 Exchanged land for debt owed to him50 Later was Pennsylvania

50 Many religious groups came to PennsylvaniaP. 50 Moravians

50 branch of the Unity of Brethren50 Church of Cornenius

51 Trombone Choirs51 John Antes Moravian Composer

51 founded first American collegium musicum51 first trombone choir

51 Christian Ignatius Latrobe…all that learn…51 strong emphasis on music education

51 valued music education51 influenced American musical life with its collegia musica and their

First performances of European oratorios and symphonies51 influenced Charles Wesley and George Whitefield…Methodist

Preachers to use more hymns in their services



P. 52 German Seventh Day Baptists52 Johann Conrad Beissel founded the Ephrata Cloister of Seventh-

Day Baptists 173252 Composed over 1000 hymns

53 founded a chorus to sing his music

53 mystic53 First hymnalP. 53 Mennonites

53 Settled in Philadelphia and Germantown, PA53 brought with them a hymnalMennonite Hymnary

53 Christopher Dock 53 opened school in Skippack, PA

53 Christopher Saur, printer and student of Christopher Dock Persuaded Dock to write treatise (Schul Ordnung)

About how to conduct school54 contained note board to be used in teaching music

To children54 Johannes Kelpius

54 August Hermann Franke founded Halle FoundationP. 54 Shakers

54 Mother Anne Lee founder 54 Millennial PraisesShaker Hymnal

55 Shaking QuakersShakers55 Shaped notes, American Indian notation, numerical notation,

And traditional round notes55 Used 7 lowercase letters of the alphabet

55 Tis a Gift to be SimpleAppalachian SpringP. 55 Reformation

56 Luther wrote hymns with Johann Walther and Conrad Rupff.56 focused on hymnspolyphonal

P. 56 The Puritans56 Book of Common Prayer

56 advocates of psalmody57 Sternold and Hopkins Whole Book of Psalms was published

P. 57 The Pilgrims57 Robert Brownadvocated separation from the church

57 Came on the Mayflower to Plymouth58 Book of Psalms

P. 58 Puritans Arrive in America58 Settle in the Massachusetts Bay Colony

58 Calvinists58 believed in predestination

58 simplicity of worship58 no professional musicians and musical instruments were

Allowed in their churches58 The Whole book of PsalmsSternhold and Hopkins



58 Founded Harvard College58 no music courses…but students did learn from

Notation58 Reverend Thomas Symmes

P. 59 The Bay Psalm Book

59 First Book Printed59 Compiled by the Committee of Thirty59 John Eliot, Thomas Weld, and Richard Mather

59 only six meterseasier to sing59 popular on both sides of the Atlantic

60 ninth edition had music60 notes were diamond shaped

60 Tunes taken from Playford’s An IntroductionOf the Skill of Music

P. 60 Musical Life and Music Education in the Southern Colonies vs. North60 North…religiousPublic education

60 South…more like Europe where rich had music61 armonica---invention of Ben Franklin

61 Massachusetts School Law of 1642--the Massachusetts BayColony compelled elementary school for their children

62 Massachusetts School Law of 1647required every townshipTo require an elementary teacher

63 legalized taxation for educationP. 63 Musical Cities in the South

63 Charleston, SC63 First opera…Hob in the Well

63 Williamsburg, VA…First playhouse63 The Beggars OperaUpper Marlboro, MD first opera

Production in America to include an orchestraP. 63 Plantation Life

64 Looked down on professional singers64 Slave life…Christianity inspired Spirituals.

P. 64 The North64 Though Christianity prevailed, theaters still arose.

65 Temple of MinervaFirst oratorio composed by FrancisHopkinson…for George Washington

68 Theocracy

CHAPTER 5 THE NEW ENGLAND ROOTS OF AMERICAN EDUCATION

P. 68 New England developed a formal system of music education for the masses.

P. 68 Psalm Tune Singing68 Two Methods

68 Regular way…singing by note or reading music69 Old way…LINING OUT…where people could not

read…echo the deacon line by lineCalvanist unsophisticated country people



69 Made hymn singing decline because peopleSang out of tune

71 Calvinist probably liked lining out because theyOnly cared about the text in musicthought

This traditional manner of singing was more

Pleasing to GodP. 71 The Reform Movement and Formal Education72 Ministers advocated changing from the traditional way

P. 72 John Tuft

72 Introduction to the Singing of Psalm Tunes72 Most significant in music education until Lowell Mason

73 Devised an innovation in musical notation to simplify musicReading

73 Fasolamifirst four notes syllables73 taught in singing schools

73 Rudiments of Music, Andrew Adgate gave instructions for Modifying the syllables with accidentals

73 duration of notes with punctuation marks74 Notation appeared in the French Psalter in 1560

74 100 Psalm Tune NewFirst complete composition by aComposerTuft

P. 76 Thomas Symmes76 The Reasonableness of Regular Singing or Singing by Note or

An Essay to Revive the True and Ancient Mode of SingingPsalm-Tunes According to the Pattern of Our New-

England Psalm-Books.P. 76 Thomas Walter

76 singing the regular way76 The Ground rules of Music Explained, or An Introduction

To the Art of Singing by Note76 Walter thought would be received better than Tuft

P. 77 The Singing School Movement77 Singing the regular way gained momentum

77 refers to a tradition in which music teachers or singingMasters, held classes in communities where people

Desired to learn to sing by note.77 prepared members of the church but also was good for

Social life77 brought livelihood to music teachers

80 embraced everyone who wanted to participateP. 77 The Great Awakening

P. 77 George Whitefield

77 revivals to America77 stimulated church music



P. 77 Charles and John Wesley

77 Charles Wesley considered music of primary importanceIn religion

77 Methodists were followers

78 Charles Wesley wrote over 6500 hymns…more for Common peopleP. 78 Dr. Isaac Watts

79 Hymn writer P. 79 A New Music Notation System

79 Shaped notes…inspired by music schoolsP. 80 How Singing Schools Operated

80 Advertised in the paper 80 Classes met in the evening 4-5 times a week

80 few weeks to six months80 could have two schools or one

80 students buy books from the singing master 81 Andrew Adgate developed a system of teaching

81 students wanted to learn to read music and improve voices andSocialize

81 began as religious then added secular 82 continued longer in the South…because the North had public

Schools82 Had singing schools not existed then public schools may have

Not adopted musicP. 82 Tune Books

82 end openers82 music texts and collections of choral music

83 Pestalozzian principals influenced music instructionP. 83 Elam Ives

83 divided instruction into three departments…Rhythm, pitch, and dynamicsLowell used these terms

84 one thing at a timeP. 84 Lowell Mason

84 Modern Psalmistmore introductory textsP. 84 New Notation System

84 Shaped noteswhere each note shape was assigned to eachOf the four syllables.

84 seven note system evolvedP. 84 William Little and William Smith used shaped notes in the Easy Instructor

P. 84 Andrews Law used shaped notes in The Art of Singing, the Easy Instructor



P. 84 Jesse Aikins system widely acceptedP. 89 Mason brothers…Lowell and Timothy published Ohio Sacred Harp in both

traditional and shaped notes so it would appeal also to rural peopleP. 89 Andrew LawMusical Primer…did not succeed

P. 89-90 Music of the Tune Bookshomophonicfuging tune

P. 91 set piecewas sometimes a longer sectional composition with changing moods andmeters, chordal and imitative treatment, and occasional solopassages

P. 91 anthemwas an extended through-composed piece with several sections of Different moods and meters.

P. 91 sentencewas a short scriptural text homophonically set to music, usually only oneOr two periods

P. 91 The Singing Masterstraveled from city to cityP. 92 W.S.B. MatthewsDwights Journal of Music

P. 92 James Hopkinson and James Lyon were the first native-born composers.92Urania

93 InexpensiveP. 93 Other American coposers…Flagg, Tans’ur, …

P. 93 The Yankee Composer 93 composers were often music teachers

93 folkish character 94 William Billings…Yankee composer

P. 94 William Billings94 best known of the Yankee composer

94 deformed94 Chester tuneused by the continental army

94 The Singing Mastermost popular 94 Rules for regulating Singing Schools

96 The New England Psalm singer or American Chorister Paul Revere engraved it

96 died in povertyP. 97 Supply Belcher

97 tavern keeper 97 Handel of Maine

97 school teacher, choir director, justice of the peace, repr. InThe legislature

97 composed simple and elaborate piecesP. 97 Daniel Read

97 most popular Yankee composer 97 served in the Continental Army and then bookseller

97 manufactured ivory combs97 published sacred music

97 published The American Singing Book, and Introduction toPsalmody



P. 97 Oliver Holden97 CoronationAll Hail the Power of Jesus Name

97 The American Harmony, The Union Harmony, and TheMassachussetts Compiler

P. 98 Justin Morgan

98 individual songs…Montgomery and Judgment and AnthemP. 98 Jeremiah Ingalls98 The Christian Harmony or Songster’s Companion

P. 98 Andrew Law98 Brown University

98 Archdale published in Plain Tunes, The Select HarmonyAnd The Musical Primer

98 turned against the school of compositionP.99 Black Americans

99 Blacks participated in singing schools99 Cotton Mather organized the Cosiety of Negroes

99 Rev. Hanks conducted singing school99 Newport Gardner studied under Andrew Law

99 conducted singing schoolP. 100 Decline of the Singing School

100 Singing schools declined because it was notConsidered scientific

P. 101 First Nostalgia Revival

CHAPTER 6 EDUCATION FOR A NEW DEMOCRACY: BUILDING A NATION

P. 111 Differences Among Americans

112 Two mindsets…European and CalvinisticP. 112 The Enlightenment or the Age of Reason

113 Reformation…toward religion113 Enlightenment…science…humanismman controlled

The means to his own improvement and could not relyOn divine power to change lives

113 Rene DecartesFrench Philosopher and scientist…beganWith doubt…cogito, ergo sum…I think therefore I am

113 Jean-Jacques RousseauSwiss-French philosopher author,Political theorist, and composer.

114 The Social Contract114 Emile…education of a boy named Emile

114 wanted education system that would allowPeople to freely develop their potential

Free social order



P. 114 The Constitution of the United States of America114 John LockeSecond Treatise of Government

114 belief in the perfectibility of man, the inevitability of progressAnd the power of reason

114 federal…sovereign union of sovereign states

114 Rivalry…The Republican PartSlave owners and FederalistsThe mercantile, shipping, and financial interests of theLarge seaport cities from Massachusetts to SC

P 115 The Cultural life of the Young Nation114 Noah Webster…schoolmaster…webster’s dictionary

116 elementary schools and grammar schools to prepare boys for CollegeNORTH

116 elementary schools only if plantation owners made them SOUTH

p. 116 A New Period of American EducationP. 116 The Academy

116 Academy came into being because of Ben Franklin117 Became the University of Pennsylvania

117 replaced Latin schoolP. 117 Early Public Schools

117 pauper schools…rich did not want to go thereP. 117 Jefferson’s Contribution to Education

118 education free from religion118 elementary school for each hundred

118 Suggested adding a professor of ethics at College of William and Mary where he attended

P. 118 The Common School Movement118 Horace Mann and Henry Barnard

Graduates of Brown and YaleLawyers

LegislatorsState superintendent of common schools

118 Horace Mann.118 Most influential in education in American History

118 Puritan…rejected the Calvinist119 Massachusetts was the first state to establish music

Education as a public school curriculum subject119 public school education

119 secondary school in Massachusetts…1824P. 120 The Federal Government and Public Education

120 Northwest Ordinance of 1727120 free schools…higher education for women…

Abolished slavery



CHAPTER 7 THE PESTALOZZIAN EDUCATION REFORM MOVEMENT

P. 123 Johnann Henrich Pestalozzi (1746-1827)123 Enlightenment Thinker

123 Inspired by Rosseau’s Emile

123 Inquiry into the Course of Nature in the Development of theHuman Race123 Studied at the University of Zurich…but could not be in the

Ministry123 Ran school for children but failed due to money

123 Wrote about education123 The Evening Hours of a Hermit, Leonard and Gertrude

The Illustrations for My ABC Book 124 Taught convent in Stans…but closed

124 Wrote teaching method books124 How Gertrude Teaches Her Children…most influential

124 Swiss and German adopted a singing method based on thePestalozzian principals

P. 124 The Fundamentals of Pestalozzian Education124 life to education…more pragmatic

124 Morality and citizenship are two broad goals of his philosophy125 believed in physical education

125 Nature was the first teacher 125 people learn from their senses

P. 125 Pestalozzian Music Instruction125 valued music in education…but did not teach it.

125 music was moral more than cognitive…but thought the studyOf music was an intellectual activity

126 Pedagogical principals were incorporated into an 1812 musicMethod of Michael Pfeiffer and Hans Georg Nageli

126 Pest…organized group singing to promote social unityAnd religious values

126 Nageli also organized group singingP. 126 Nagali and Pfeiffer studied music in the context of three main elements:

Rhythm, melody, and dynamicsRhythm…appeals to the young child and related to numbers

Melody…next…then dynamics126 The elements of music were not introduced in the order that

Children perceive them126 Pfeiffer manual over 250 pages of detailed exercises

P. 126 Pestalozzian Influence on American Music Education



P. 126 William Woodbridge127 first to suggest the value of music in regular education

127 Delivered speech “On vocal Music as a Branch of CommonEducation”

127 geographer and minister…wanted to develop the common

School127 Taught Pestalozzi’s prinscipals128 combined with Elam Ives, Jr. to carry out experiments in

Teaching music

P. 127 PESTALOZZI’S PRINCIPALS

P. 128 Elam Ives, Jr.128 born in Hampton, Conn.

128 church music director and singing school master 128 established Philadelphia Music Seminary

128 First to apply Pestalozzi’s principles to music teaching in US128 Hartford Experiment about the training of

students…inconclusive128 Amercian Elementary Singing Book…first Pestalozzi

Principles in US128 Juvenile Lyer…second book

P. 129 Lowell Mason129 Father of singing among children in the US

129 Helped get music adopted into public schools129 Grandfather a singing school teacher

129 family wealthy..father owned dry goods business,Town treasurer and member of the state legislature

130 Attended the singing school of Amos Albee andLater Oliver Shaw

130 played the organ, piano, flute, clarinet, and other Instruments

130 worked in store with Stebbins in Savannah, GA130 Sabbath School…first superintendent

130 MANY OCCUPATIONS131 Boston Handel and Haydn Society Collection of Church

Music was printed in 1821…22 editions131 accepted position of choirmaster of Dr. Lyman Beecher’s

Church131 Became president of the Handel and Haydn Society

131 resigned to allow more time for teaching music andSinging to children

131 July 4, 1832…Junior choir of the historic Park StreetChurch in Boston in the premier performance of

America



131 began to publish children’s books…The Juvenile Psalmist,

The Juvenile Lyre…first songbook in this country131 became involved in school music

131 founded Boston Academy with George J. Webb…1832

1500 students the first year 132 music appreciation…Fetis book 132 published over 20 collections

132 composed mostly hymns, anthems, and schools songs132 some hymns are popular today

132 studied Pestalozzian methods.132 3 of his sons were also influential in music

132-3 The Sacred Harp was published in both shaped notesAnd Patent Notes to accommodate sales

P. 133 Mason and the Nineteenth-Century Age of Progress

133 Enlightenment gave way to the Age of Progress133 Mason embraced this idea.

134 changed the taste of Americans

P. 134 The Implementation of Pestalozzianism in American music education134 Woodbridge promoted Pestalozzianism in music

134 Woodbridge influenced Mason and Ives134 Woodbridge became highly vocal advocate of public

Schools134 collaborated with Mason on speech

134 editor of American Annals of Education and InstructionP. 134 Mason and Woodbridge

134 Possibly Woodbridge and Ives changed Mason’s mindAbout children singing.

134 Mason created The Juvenile Psalmist in 1829P. 137 The Juvenile Lyre

137 compiled by Mason at Woodbridge urging137 first school song book published in this country by Mason

137 Devoted to the idea of democratic music making.137 Mason admired GardinerMusic of Nature

140 Lyre (Woodbridge and Mason)…preface refers to changeP. 141 The Boston Academy of Music

141 opened due to Woodbridge141 administrators

141 Mason was leader 142 worked to improve church music and develop support for

The idea of music in the common schools142 taught music at the Asylum for the blind

142 Joseph A Keller taught violin to a group of boys142 eventually had an orchestra



P. 142 The Manual of the Boston Academy of Music142 Mason published his Manual of the Boston Academy of Music

142 became the handbook of singing school teachers throughoutThe country

142 Mason said ideas tied to Pestalozzi

142 other credits142 some times thought of as a plagiaristP. 146-47 Mason’s Pedagogical Methods

P. 147 The Music Convention Movement: The beginnings of Teacher Education148-9 Class convention…1836 resolutions…

149 National Music ConventionP. 150 The Normal Institute

P. 151 Lyceums151 adult training

151 American individualism151 Ralph Waldo EmersonIsaiah of the American Democratic

Faith

P. 155 CHAPTER 8 BEGINNINGS OF MUSIC IN AMERICAN SCHOOLS

P. 155 Singing Societies

155 lasted 12-16 weeks155 Thetford, Vermont, and Lyme, Newhameshire, and

The neighboring villages on either side of the ConnecticutRiver were the first singing societies

155 By 1812 they outnumbered Germany156 The most famous singing society was the Boston Handel

And Haydn Society organized in 1815wonder of theNation

P. 157 Music Education Outside of Boston157 Joseph Neef

157 served in Napoleon’s army157 viewed education holistically

157 did many activities with his students157 Robert Owencomprehensive education program

157 William MacLurephilanthropist157 Marie Louise Fretageot…preschool

157 Casimir P. d’Arusmont to operate a trade school158 Music was an important part of life and education

In all the communitarian settlements.P. 158 Preliminaries to Establishing Music as a Curricular Subject

158 1930-1840 was critical and significant in the establishmentOf vocal music programs in American Schools

158 singing took place in private schools before the commonSchools came into existence.

158 widespread interest for music in schools was evident158 Rev. Samuel Smith had sing America on July 4, 1831.



P. 159 Early Public School Music159 Justin Morgan and Thomas Fessenden in Vermont

Village schools and also accomplished singingSchool masters.

159 Morganfarmer, horse breeding, composing

159 FessendenLawyer, cellist, and singing school master 159 Horace Barnes…encouraged singing in his school159 George L. White…musical teacher –Jubilee Singers

160 money allotted for music in schoolsP. 160 School music in Boston: Music becomes a curricular subject.

160 August 24, 1837 the Davis committee recommended that vocalmusic be introduced on an experimental basis for four

public schools under the supervision of the BostonAcademy of Music.

160 Reasons…intellectual, moral, and physical development162 Resolutions

162 Committee approved the resolutions but no money.162 Mason offered to teach at the Hawes school fro no pay

162 Mason effort praisedP. 164 The Magna Charta of Music Education

164 August 28, 1838, the Boston School Committee approvedA motion to instruct the Committee on Music to appoint a

Teacher of vocal music in the public schools of Boston.164 first time as school curriculum

164 known as The Magna Charta of Music Education164 Lowell Mason was appointed as the superintendent of music,

And the first supervisor of music in the US.164 Jonathan first assistant

164 Mason criticized for job…money, etc.164 lost his job then 6 months later resumed his job

P. 165 School Music Spreads to other communities166 New York

Music taught in Buffalo in 1837Ebenezer Leach taught music at the gymnasium in Utica

166 MarylandLevi Wilder introduced music to schools in Baltimore in

1836WilderMusical Elementary Embracing Inductive Steps

on the Rudiments of Music167 District of Columbia

John Hill Hewitt…Washington, DC. First music teachersIn city schools…1843

Mr. Daniel167 Connecticut and Rhode Island

Slow in introducing music due to the strong resistance of Common schools



168 Henry Barnard…Connecticut Common School Journal168 First to collect data about music instruction

168 Barnard moved to RI and introduced music intoSchools

168 Pennsylvania

168 Chauncey Holcomb tried to introduce music169 Music was introduced into high school beforeElementary

169 New Jersey169 Introduced into Newark Schools 1846

169 Trenton introduced music in 1842…not to interfereWith other subjects

169 Kentucky169 W.C. Fan Meter spent time teaching in schools

170 Ohio170 First paid music teacher Jesse P. Hatch.

170 he used the Sacred Harp in teaching171 Seventh Annual meeting…two papers…

Calvin Stowe…and Harriet Beecher 172 1838 Music was taught formally for the first time

In Cincinnati schools172 1837-38 first recognized music in the common

Schools of the city.173 William F. Coburn and Elizabeth Thatcher hired

August 12, 1844173 John Calvin Aiken was the first music specialist

To teach in the primary grades and was theCitys first superintendent of music.

174 Music in other cities174 New Music Education Literature

174-5 RestorationAmericans sang music of the mother country175 last half of the 18

thcentury they broke from this practice

175 Old world models came back, but were not good175 Mason and other replaced the music of the mother country.

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