Who Teaches What in Music Education

Development of Music Education in America

Introduction

Michael L. Mark’s “A Concise History of American Music Education” is a detailed and insightful look at the development of music education in the United States. Mark traces the origins of music education back to the early days of the republic, when musical training was seen as an essential part of a well-rounded education. He goes on to discuss the rise of professional music educators in the 19th century, and the growth of music education programs in public schools during the 20th century. In addition, Mark provides a fascinating glimpse into the future of music education, as he explores the potential impact of technological advancements on the field. The result is a thorough and thought-provoking work that will be of interest to anyone with a passion for music or education.

Development of Music Education in America

The development of music education in America has been a long and winding road. Music has always been a part of the country's history, but it wasn't until the late 19th century that music education began to take root in public schools. The earliest efforts were led by people like Horace Mann and Lowell Mason, who believed that music could play an important role in the lives of young people. As Mark points out, “Horace Mann was the first president of the American Association for the Advancement of Education, founded in 1848” (p. 81). Mason, Mark notes, wrote the manual that “became the handbook of singing school teachers throughout the country” and “called himself the ‘father of singing’ among children in this country” (p. 41). These pioneers helped to establish music programs in several states, and their work laid the groundwork for further expansion in the 20th century. In the years since, music education has become an essential part of the American educational system, offering students a chance to develop their creativity and expression.

Mark (2008) provides a detailed overview of how the development of music education in America has reflected the country’s changing needs and values. In the early years of the nation, music education was seen as a way to instill patriotic values and promote social cohesion: in the early 20th century, “playing in a band or orchestra was believed to lead to character development, healthy leisure activities, and socialization,” writes Mark (2008)—“It also promoted democratic values and citizenship through participation in civic events and playing patriotic music” (p. 124). It should be remembered that America had just emerged as victorious from WWI by 1920, and music was a big part of the American experience for the next decade—known as the Jazz Age. It was during this decade that music would begin to change, and music education would be forced to change with it.

For, as the country began to grow and diversify, music education became an important tool for immigrant communities to preserve their cultural identity. Just like the immigrant groups from Europe who came to America in the colonial period, bringing with them their pious hymns that they would teach to their young, later immigrants also shaped the teaching of music throughout the rest of the 20th century (Mark, 2008). But of course it was thanks to Mason’s own push the century before that public school music was even a thing in the first place (Mark, 2008, p. 40).

In the 20th century, music education underwent a major expansion as a result of the growing middle class and the rise of public schools. School bands and orchestras proliferated in public schools from 1900-1935, invigorated by the war time energy of WW1 and by the post-war enthusiasm that took the US into WW2. But new dances and styles of music also captivated people—especially young people starting from the 1920s onward when jazz became popular and the foxtrot, and the “new era of social dancing” came into being (Mark, 2008, p. 125).

One big example of how the development of music education in America has reflected the country’s own changes can be seen with respect to the civil rights movement. The civil rights movement of the 1950s and 1960s brought about a number of changes in American society, including increased opportunities for minorities in the field of music education. Prior to this time, music education had been largely segregated, with white students receiving instruction from white teachers in white schools, and black students learning from black teachers in black schools (Mark, 2008). However, the civil rights movement led to a more integrated approach to music education, giving black students access to better resources and higher quality instruction. In addition, the civil rights movement also resulted in an increase in the number of minority music educators, as more black and Hispanic individuals entered the field. As a result of these changes, music education in America is now more diverse and inclusive than ever before.

Indeed, today, music education is more diverse than ever, with a variety of programs and approaches aimed at meeting the needs of all learners—and with greater focus on urban music than ever before—like hip hop, rap, and other genres. As America continues to evolve, music education will no doubt continue to adapt to reflect the changing needs and values of the country and its people.

Music Education Today

Today, it is no secret that the world is going through some tough times right now. From political turmoil to natural disasters, there is a lot that can leave us feeling anxious and uncertain. It's important now more than ever to find ways to express ourselves and connect with others. Music has always been a powerful tool for doing just that. And while the music education system may not be perfect, it does offer a way for people of all ages to come together and share their passion for music.

For many students, music class is a welcome respite from the day-to-day grind of academic subjects. It's an opportunity to explore creativity and self-expression in a safe and supportive environment. And while some may argue that music education is unnecessary or even frivolous, the fact is that it can have a profound impact on students’ lives. In a world that often feels like it is spinning out of control, music education can provide a much-needed sense of stability and community. So, even though it may not always reflect the latest trends or hottest topics, music education remains an important part of our society and our world.

But there is another way in which music education today reflects current events, society, and education. Music has always been a reflection of the times, with each new generation putting its own spin on the sounds of the past. Today’s music is no different, with artists drawing on a wide range of influences to create something uniquely their own. Now, in terms of music education, we are in an increasingly globalized world, and students are exposed to a greater variety of sounds and styles than ever before. They not only are expected to know the history and roots of American music but they are also invited to learn about other cultures’ music from around the world.