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The pioneers of education in Jackson County, Georgia provided instruction in music long before it was incorporated into the Jackson County Public School System. Students who sought a formal arts education in Jackson County prior to 1979 were forced to seek out musical authority figures such as Charles T. Barber, Gladys Standridge, Hyman Brown, and Timothy Wheeler. A chapter in this study is dedicated to each of these outstanding musical pioneers, including a description of their musical background, teaching method, didactic sources, musical performances, and philosophy. Because of their efforts, the value of music education became strongly interwoven into the fabric of Jackson County. Primary sources for this study are comprised of unpublished materials such as notes from personal interviews, personal correspondences, a diary, and family photos. Secondary sources include interviews with family members, friends and colleagues, newspaper articles, and published books. A majority of the artifacts are owned by family members and friends of people covered in each chapter. This study explores the means by which the pioneers of music education in Jackson County shared their musical knowledge and experiences with others until music education was established in the public schools. It also places Jackson County, a southern school, in historical context compared to national trends and to other schools and systems throughout the United States when music was gradually being incorporated into the nation's public schools. The common agencies of music education, the singing school, the convention, brass bands, and rhythm bands remained the primary sources of music education until 1979 when Timothy Wheeler hired the first full-time band teacher at Jackson County High School.
Keene provides a detailed account of music instruction in colonial and nationalized America from the 1600s to the end of the 1960s. (Music)
In Sarah Anna Glover: Nineteenth Century Music Education Pioneer, Jane Southcott explores the life and pedagogy of Sarah Anna Glover, the female music education pioneer of congregational singing (psalmody) and singing in nineteenth-century schools. Glover devoted her life to the creation and propagation of a way of teaching class music that was meticulously devised, musically rigorous, and successfully promulgated. Southcott analyzes Glover’s methods, history, and memory, and works to correct inaccuracies and misrepresentations that have emerged since Glover’s death.
Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
Reprint of the original, first published in 1876.