Misplaced Pages

#724275

116-404: The MM is widely available in performance (sometimes with a specialization in music teaching/pedagogy and/or music literature), composition, conducting, and music education . The music education degree may also be awarded as a more specifically titled Master of Music Education (MME or MMEd). The master's in music theory, musicology (commonly called "music history"), and ethnomusicology is typically

232-453: A Contemporary era (20th and 21st century) piece . The specific components of the recital vary between schools. Some programs allow students to include chamber pieces , in which the student plays a major role as part of a chamber group, for some of the pieces. In some schools, students are required to give a lecture for one or both of the recitals, in which they explain the historical context or music theory or compositional issues involved in

348-603: A 2011 study funded by the NAMM Foundation . The Texas Commission on Drugs and Alcohol Abuse Report noted that students who participated in band or orchestra reported the lowest lifetime and current use of all substances including alcohol, tobacco, and illicit drugs. Studies have shown that music education can be used to enhance cognitive achievement in students. In the United States an estimated 30% of students struggle with reading, while 17% are reported as having

464-648: A BM or BA with a major in music, usually with a grade average of B+ or higher. MM programs in performance usually require a live audition that includes advanced pieces (or for singers, songs) from a wide range of styles, typically ranging from the Baroque era (1600-1750), the Classical music period (1750-1800), the Romantic music era (1800-1910) to the 20th and/or 21st century. Singers typically perform arias from operas and art songs , which are typically accompanied by

580-418: A Master's in their field and advance to the status of doctoral or PhD candidate . Typically, one exam will question the student on theory while the other will show competency or expertise in their chosen subfield (or major field ) within their program. This also allows students enrolled in the program who do not wish to continue to the completion of a doctoral degree to leave early and in good standing with

696-451: A Master's. In most doctoral programs, students must take a series of written cumulative examinations on the subject of their study in the first year or two of the PhD program. These cumulative exams are often given on a pass/fail basis and a graduate student who seeks to continue in the PhD program must pass a minimum number of these cumulative exams. After this minimum number of cumulative exams

812-416: A candidate's eligibility to continue his or her course of study. At the graduate level, the purpose of the comprehensive exam is to ensure the student is familiar enough with her area of research to make original contributions. There is no standard definition for what such exams entail, with some universities having almost no exam, whilst at other universities the process is quite rigorous. The exams thus take

928-520: A child. In primary schools in European countries, children often learn to play instruments such as keyboards or recorders , sing in small choirs, and learn about the elements of music and history of music . In countries such as India , the harmonium is used in schools, but instruments like keyboards and violin are also common. Students are normally taught basics of Indian Raga music . In primary and secondary schools , students may often have

1044-443: A combination of both. In MM programs, the student spends intensive lesson time with a professor. For singers and instrumentalists, this is with a voice and instrument professor, respectively. For composition students, they take coaching sessions with composer-professors. For conducting students, they get conducting coaching from a conductor-professor at the university. MM students typically complete applied studies, such as lessons with

1160-401: A common practice in many nations during the 20th century. For much of its existence, the curriculum for music education in the United States was determined locally or by individual teachers. In recent decades there has been a significant move toward adoption of regional and/or national standards. MENC: The National Association for Music Education , created nine voluntary content standards, called

1276-407: A doctoral candidate. Failing usually results in the student leaving the program or re-taking the test after some time has passed. A second failure normally guarantees dismissal from the graduate program, though progress on previous attempts may convince the student's program to grant a third, final attempt. Some schools have an intermediate category, passing at the master's level, which does not permit

SECTION 10

#1732802060725

1392-451: A group of students a specific problem to solve together and allows freedom to create, perform, improvise, conduct, research, and investigate different facets of music in a spiral curriculum. MMCP is viewed as the forerunner to projects in creative music composition and improvisation activities in schools. Achievement standards are curricular statements used to guide educators in determining objectives for their teaching. Use of standards became

1508-464: A meta-analysis published in 2020 found a lack of evidence to support the claim that musical training positively impacts children’s cognitive skills and academic achievements, with the authors concluding that "researchers’ optimism about the benefits of music training is empirically unjustified and stems from misinterpretation of the empirical data and, possibly, confirmation bias ." In some communities – and even entire national education systems – music

1624-422: A method for teaching musicianship through audiation , Gordon's term for hearing music in the mind with understanding . Conversational Solfège immerses students in the musical literature of their own culture, in this case American. The Carabo-Cone Method involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard. The concrete environment of

1740-631: A multitude of other academic areas as well as improving performance on standardized tests such as the ACT and SAT . Music training from preschool through post-secondary education is common because involvement with music is considered a fundamental component of human culture and behavior . Cultures from around the world have different approaches to music education, largely due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, and they also show that musical preference

1856-592: A number of forms, including an informal meeting of just a few hours, a critical review of one's academic portfolio, the submission of an academic paper which may take several hours or months to write, or a series of proctored exams taking anywhere from a few hours to a week. The comprehensive examination system is used primarily in US and Canadian higher education, but it has also been adopted by some programs in other countries such as Pakistan and India . Other countries use alternative forms of evaluating Ph.D. candidates: in

1972-428: A number of programs, they may have to request transcripts from many institutions. To protect against applicants changing marks on the transcripts using forgery, most schools require that the transcripts be sent directly from the previous institution's registrar to the music school, or that the transcripts be in sealed envelopes with the other school's registrar's seal (stamp) over the closure. Some programs may also request

2088-442: A pianist. Instrumental musicians typically perform solo J. S. Bach or other unaccompanied repertoire, a movement from a sonata, and a movement from a virtuoso concerto. Instrumentalists who play orchestral instruments ( violin family , woodwinds , brass , etc.) may be asked to perform excerpts from the standard orchestral repertoire. Auditionees are typically told which pieces and movements to prepare; some schools even give

2204-783: A professor, and take courses within their area of specialization. In many MM programs, all of the different MM streams (e.g., performance, composition, conducting) take a common core of music theory and music history courses, as these core courses are a necessary background for all three careers. The different streams may also have different required courses for each stream. For example, vocal performance students may be required to take an opera or art song class; orchestral instrumentalists may be required to take an orchestral excerpts or orchestral audition preparation class; composition students may be required to take composition courses; and conducting students may be required to take conducting, score-reading, or piano classes. Some programs additionally require

2320-589: A simultaneous focus on creating, performing, and/or responding to the arts while still addressing content in other subject areas. Music in education is a way of incorporating music in teaching a subject. Music can be useful in education because, to play music it utilizes critical thinking and problem solving skills. Depending on the subject, it offers a new way of learning information. For example, in literacy, it can explain different elements like metaphors, characters and setting. Music teaches repetition which in turn benefits mathematical skills. For learning mathematics,

2436-460: A solo recitalist, chamber musician or orchestral musician. Some graduates do additional graduate or professional study in other areas, such as a law degree or medical degree . The combination of an MMus and a professional degree could enable the degree holder to work in fields where music and law (or medicine) overlap. Recipients of the MMus may also make use of the general education provided in

SECTION 20

#1732802060725

2552-528: A specific learning disability linked to reading. Using intensive music curriculum as an intervention paired alongside regular classroom activities, research shows that students involved with the music curriculum show increases in reading comprehension, word knowledge, vocabulary recall, and word decoding. According to the National Association for Music Education, in a study done in 2012, those who participated in musical activities scored higher on

2668-442: A statement of intent/statement of purpose or another type of essay, in which the candidate explains why she wishes to be admitted, and sets out her professional, performance or career goals. Some programs may request copies of recital programs from previous performances or a list of performance experience, which may include, for orchestral instrumentalists, orchestra experience. In some universities, candidates must also be admitted to

2784-453: A student completing a MM in piano pedagogy may be able to do a sub-specialization in the psychology of learning in the university's department of psychology or take a sub-specialization in educational methods in the university's department of education. Doing sub-specializations outside the faculty of music typically requires the approval of both the faculty of music and the other faculty (e.g., psychology, education, etc.). The last stage of

2900-453: A student who does not pass "comps" or "prelims" on the second attempt will generally be allowed to earn a terminal master's degree but is not permitted to become a candidate for a doctoral degree. At some institutions, students who pass the exam and are formally accepted as PhD candidates are technically entitled to a Master of Arts or Master of Sciences degree, but submitting an application is required, so no master's degree will be awarded unless

3016-455: A sub-specialization in a cognate area, such as music history or performance practice, which contributes to their area of specialization. For example, a student doing an MM in Baroque violin might do a sub-specialization in Baroque music history (e.g., on historically authentic performance ). Some institutions permit MM students to do a sub-specialization in a field outside music that contributes to their professional and academic goals. For example,

3132-468: A three verse song with a non-repetitive melody; each verse with different music. A second experiment created a three verse song with a repetitive melody; each verse had exactly the same music. A third experiment studied text recall without music. She found the repetitive music produced the highest amount of text recall, suggesting music can serve as a mnemonic device. Smith (1985) studied background music with word lists. One experiment involved memorizing

3248-455: A word list with background music; participants recalled the words 48 hours later. Another experiment involved memorizing a word list with no background music; participants also recalled the words 48 hours later. Participants who memorized word lists with background music recalled more words demonstrating music provides contextual cues. Citing studies that support music education's involvement in intellectual development and academic achievement,

3364-400: A written exam is taken, and depending on the grade, the student may or may not have to continue with an oral exam. In some fields, the level of detailed knowledge required is relatively limited, while in others such as economics the level of detail is similar to a final exam. Comprehensive examinations are often based on a reading list agreed upon by the student and his or her committee, which

3480-422: Is a 1960s development in music education consisting of the systematic teaching and learning of rock music and other forms of popular music both inside and outside formal classroom settings. Popular music pedagogy tends to emphasize group improvisation, and is more commonly associated with community music activities than fully institutionalized school music ensembles. The Manhattanville Music Curriculum Project

3596-416: Is a learning theory for newborns and young children in which the types and stages of preparatory audiation are outlined. The growth of cultural diversity within school-age populations prompted music educators from the 1960s onward to diversify the music curriculum, and to work with ethnomusicologists and artist-musicians to establish instructional practices rooted in musical traditions. 'World music pedagogy'

Master of Music - Misplaced Pages Continue

3712-585: Is a requirement for graduation during a student's last semester of coursework. A prominent example of such is the Major Field Test for Master of Business Administration (MFT-MBA) which has been used in the MBA programs of over 300 U.S. universities. A comprehensive exam may also be required for a master's degree earned on the way to the completion of a doctoral program. In such cases, students might take an oral exam and/or field exam in order to both earn

3828-464: Is a supporting field, such as an EdD in music education (e.g., specializing in music instruction) or a master's degree in Library Science, in order to become a music reference librarian. MMus graduates who wish to pursue graduate studies in an area that is not directly connected with music may be conditionally admitted to PhD programs in areas such as women's studies or sociology , subject to

3944-503: Is also on advocacy of music education as important, despite disparities in income and social status. Woodrow Wilson said "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks." The music, languages, and sounds we are exposed to within our own cultures determine our tastes in music and affect

4060-657: Is an effective way to understand a culture as opposed to merely learning about it. If music classrooms discuss the musical qualities and incorporate styles from other cultures, such as the Brazilian roots of the Bossa Nova, the Afro-Cuban clave, and African drumming, it will expose students to new sounds and teach them how to compare their cultures’ music to the different music and start to make them more comfortable with exploring sounds. While music critics argued in

4176-522: Is centered around creating the same environment for learning music that a person has for learning their native language. This 'ideal' environment includes love, high-quality examples, praise, rote training and repetition, and a time-table set by the student's developmental readiness for learning a particular technique. While the Suzuki Method is quite popular internationally, within Japan its influence

4292-687: Is evidence of positive impacts of participation in youth orchestras and academic achievement and resilience in Chile. According to the International Association for the Evaluation of Educational Achievement (IAEEA), "the world's top academic countries place a high value on music education. Hungary, Netherlands, and Japan have required music training at the elementary and middle school levels, both instrumental and vocal, for several decades." In contrast to previous experimental studies,

4408-769: Is increasingly common in music education outside of North America and Europe, including Asian nations such as South Korea, Japan, and China. At the same time, Western universities and colleges are widening their curriculum to include music of outside the Western art music canon, including music of West Africa , of Indonesia (e.g. Gamelan music ), Mexico (e.g., mariachi music), Zimbabwe ( marimba music), as well as popular music . Music education also takes place in individualized, lifelong learning, and in community contexts. Both amateur and professional musicians typically take music lessons , short private sessions with an individual teacher. While instructional strategies are determined by

4524-598: Is less significant than the Yamaha Method, founded by Genichi Kawakami in association with the Yamaha Music Foundation . In addition to the four major international methods described above, other approaches have been influential. Lesser-known methods are described below: Edwin Gordon's music learning theory is based on an extensive body of research and field testing by Aiden Griffin and others in

4640-409: Is passed, this degree requirement is considered to be met, and the PhD student no longer takes these exams but continues work on other PhD requirements. In some fields, such as history , the student must pass the comprehensive examinations before submitting a dissertation proposal. Typically, comprehensive exams consist of either a written or an oral exam, but some programs require both. In others,

4756-589: Is provided little support as an academic subject area, and music teachers feel that they must actively seek greater public endorsement for music education as a legitimate subject of study. This perceived need to change public opinion has resulted in the development of a variety of approaches commonly called "music advocacy". Music advocacy comes in many forms, some of which are based upon legitimate scholarly arguments and scientific findings, while other examples controversially rely on emotion, anecdotes, or unconvincing data. Recent high-profile music advocacy projects include

Master of Music - Misplaced Pages Continue

4872-439: Is related to the language spoken by the listener and the other sounds they are exposed to within their own culture. During the 20th century, many distinctive approaches were developed or further refined for the teaching of music, some of which have had widespread impact. The Dalcroze method ( eurhythmics ) was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze . The Kodály Method emphasizes

4988-466: Is sparse, we cannot convincingly conclude these findings to be true, however the results from research done do show a positive impact on both students with learning difficulties and those who are not diagnosed. Further research will need to be done, but the positive engaging way of bringing music into the classroom cannot be forgotten, and the students generally show a positive reaction to this form of instruction. Music education has also been noted to have

5104-435: Is staffed by the primary supervisor and several advisors, normally professors at the university, but not necessarily in the same faculty. They also frequently have a standardized component for all students in the discipline, or may be entirely standardized. This reading list may comprise dozens or hundreds of books and other works. For some social science and many humanities disciplines, graduate students might not have studied

5220-650: Is still a " glass ceiling " for women in music education careers, as there is "stigma" associated with women in leadership positions and "men outnumber women as administrators." Among the Aztecs , a great variety of instruments were used for two main purposes: to curate and play - religious music (the purview of specialized priests; and to perform  court music - (played daily for the Aztec ruling class.) The education of Aztecs of all social ranks, were conducted in schools called calmecac, telpochcalli, and cuicacalli . and

5336-522: Is to ensure that the student has obtained a well-rounded knowledge and understanding that extends beyond their specialization. Since the MM is the standard minimum credential to teach applied subjects (performance or composition) at universities and conservatories, it is important that MM graduates have this broader understanding of music history and theory. To be admitted to a MM program, most institutions require an undergraduate degree or diploma in music, such as

5452-476: Is true for many schools and colleges within larger universities. These include Texas A&M-Commerce Honors College, The University of Virginia 's Politics Honors Program, and the University of Alabama at Birmingham 's Mass Communications program. In some terminal non- thesis Master's programs, successful completion of a comprehensive examination, conducted online or through the university's testing center,

5568-686: The D.M.A. or the Ph.D can lead to university employment. These degrees are awarded upon completion of music theory, music history, technique classes, private instruction with a specific instrument, ensemble participation, and in-depth observations of experienced educators. Music education departments in North American and European universities also support interdisciplinary research in such areas as music psychology , music education historiography , educational ethnomusicology , sociomusicology , and philosophy of education . The study of western art music

5684-515: The Master of Arts (MA). Nevertheless, some universities in the UK (e.g. Sheffield University ) utilize the MM as a special research degree, in which the student undertakes original research and prepares a written thesis or similar document. Programs focusing on preparing musicians for careers in sacred music for churches and houses of worship may alternatively be called Master of Sacred Music (MSM). One of

5800-600: The Music Supervisors National Conference in 1907. While a small number of women served as President of the Music Supervisors National Conference (and the following renamed versions of the organization over the next century) in the early 20th century, there were only two female Presidents between 1952 and 1992, which "[p]ossibly reflects discrimination." After 1990, however, leadership roles for women in

5916-784: The National Anthem Project not only for promoting the educational use of music as a tool for non-musical goals, but also for its links to nationalism and militarism . Contemporary music scholars assert that effective music advocacy uses empirically sound arguments that transcend political motivations and personal agendas. Music education philosophers such as Bennett Reimer , Estelle Jorgensen , David J. Elliott , John Paynter , and Keith Swanwick support this view, yet many music teachers and music organizations and schools do not apply this line of reasoning into their music advocacy arguments. Researchers such as Ellen Winner conclude that arts advocates have made bogus claims to

SECTION 50

#1732802060725

6032-559: The National Standards for Music Education . These standards call for: Some schools and organizations promote integration of arts classes, such as music, with other subjects, such as math, science, or English, believing that integrating the different curricula will help each subject to build off of one another, enhancing the overall quality of education. One example is the Kennedy Center 's "Changing Education Through

6148-594: The Test of English as a Foreign Language (TOEFL). Admission to MM programs in conducting often requires a video recording of a live rehearsal and performances as a pre-screening element. Composition programs usually require the submission of a portfolio of compositions, including scores and recordings (audio or video) of live performances. The MMus degree is usually undertaken to prepare students to be professional performers (typically either singers or instrumental musicians), conductors, and composers. As such many recipients of

6264-626: The United Kingdom , for example, students typically must first enroll in an M.Phil. program and are then admitted to doctoral study only upon successfully defending their research proposal. Some colleges or universities in the United States require undergraduate students to pass comprehensive examinations in order to receive their degree. These include Wabash College , Kenyon College , Bethany College , The Catholic University of America , The University of Iowa , Maryville College , Occidental College , Reed College , The University of

6380-613: The " Mozart Effect ", the National Anthem Project , and the movement in World Music Pedagogy (also known as Cultural Diversity in Music Education ) which seeks out means of equitable pedagogy across students regardless of their race, ethnicity, or socioeconomic circumstance. The Mozart effect is particularly controversial as while the initial study suggested listening to Mozart positively impacts spatial-temporal reasoning , later studies either failed to replicate

6496-431: The 1880s that "... women [composers] lacked the innate creativity to compose good music" due to "biological predisposition", later, it was accepted that women would have a role in music education, and they became involved in this field "...to such a degree that women dominated music education during the later half of the 19th century and well into the 20th century." "Traditional accounts of the history of music education [in

6612-470: The Arts" program. CETA defines arts integration as finding a natural connection(s) between one or more art forms (dance, drama/theater, music, visual arts, storytelling, puppetry, and/or creative writing) and one or more other curricular areas (science, social studies, English language arts, mathematics, and others) in order to teach and assess objectives in both the art form and the other subject area. This allows

6728-485: The Dalcroze method, music is the fundamental language of the human brain and therefore deeply connected to who we are. American proponents of the Dalcroze method include Ruth Alperson, Ann Farber, Herb Henke, Virginia Mead, Lisa Parker, Martha Sanchez, and Julia Schnebly-Black. Many active teachers of the Dalcroze method were trained by Dr. Hilda Schuster who was one of the students of Dalcroze. Zoltán Kodály (1882–1967)

6844-412: The MM is usually the performance of one or two recitals and completion of comprehensive exams. Most programs require that the recitals include advanced-grade pieces that are drawn from the different eras of music history, such as Baroque-era solo suites (late 17th to mid 18th century), a Classical-era (mid to late 18th century) sonata or concerto ; a Romantic-era (19th century) concerto or solo; and

6960-415: The MMus degree do not seek further formal education after they complete the MMus. The MMus is typically the minimum credential that allows them to teach instrumental or vocal performance at universities, colleges, and conservatories. Some institutions will also hire teachers who do not have the MMus who hold an Artist's Diploma or similar diploma, and/or who have had a significant performing career as either

7076-407: The PhD level, such as musicology or music theory. While PhD programs in musicology and music theory normally require an MA in music, in some cases, students with a MMus in performance or composition who show strong promise may be conditionally admitted to PhD programs in musicology or music theory. As well, some recipients of the MMus degree may go on to do graduate work in another area in which music

SECTION 60

#1732802060725

7192-607: The SAT. These students scored an average of 31 points higher in reading and writing, and 23 points higher in math. When a student is singing a melody with text, they are using multiple areas of their brain to multitask. Music affects language development, increases IQ, spatial-temporal skills, and improves test scores. Music education has also shown to improve the skills of dyslexic children in similar areas as mentioned earlier by focusing on visual auditory and fine motor skills as strategies to combat their disability. Since research in this area

7308-484: The South , Eckerd College , Millsaps College , Earlham College , Hanover College , Rosemont College , St. Anselm College , Shimer College , Whitman College , and University of Dallas . Students at Reed College must also "qual" in order to start their thesis process. Many degree programs require students to pass comprehensive examinations within colleges or universities that don't otherwise require them. The same

7424-478: The US] have often neglected the contributions of women, because these texts have emphasized bands and the top leaders in hierarchical music organizations." When looking beyond these bandleaders and top leaders, women had many music education roles in the "...home, community, churches, public schools, and teacher-training institutions" and "...as writers, patrons, and through their volunteer work in organizations." Despite

7540-536: The United States Congress passed a resolution declaring that: "Music education enhances intellectual development and enriches the academic environment for children of all ages; and Music educators greatly contribute to the artistic, intellectual and social development of American children and play a key role in helping children to succeed in school." Bobbett (1990) suggests that most public school music programs have not changed since their inception at

7656-584: The United States the Hungarian sequence is primarily used. The work of Denise Bacon, Katinka S. Daniel, John Feierabend, Jean Sinor, Jill Trinka, and others brought Kodaly's ideas to the forefront of music education in America. Carl Orff was a prominent German composer. Orff Schulwerk is considered an "approach" to music education. It begins with a student's innate abilities to engage in rudimentary forms of music, using basic rhythms and melodies. Orff considers

7772-585: The University of Wisconsin suggested that students with piano or keyboard experience performed 34% higher on tests that measure spatial-temporal lobe activity, which is the part of the brain that is used when doing mathematics, science, and engineering. A long-term study over twelve years at the University of Graz also found a change in the grey matter in the brain of children with music lessons. An experiment by Wanda T. Wallace setting text to melody suggested that some music may aid in text recall. She created

7888-976: The ability to increase someone's overall IQ, especially in children during peak development years. Spatial ability, verbal memory, reading and mathematic ability are seen to be increased alongside music education (primarily through the learning of an instrument). Researchers also note that a correlation between general attendance and IQ increases is evident, and due to students involvement in music education, general attendance rates increase along with their IQ. Fine motor skills, social behaviors, and emotional well-being can also be increased through music and music education. The learning of an instrument increases fine motor skills in students with physical disabilities. Emotional well being can be increased as students find meaning in songs and connect them to their everyday life. Through social interactions of playing in groups like jazz and concert bands, students learn to socialize and this can be linked to emotional and mental well-being. There

8004-427: The bar numbers or rehearsal letters (e.g., Beethoven Symphony no. 5 , movement 1, bar 100 to 120). Some institutions use videotaped recitals or performances as a pre-screening method. This approach helps to eliminate candidates who do not meet the school's minimum performance standards, and as such, it saves those candidates the time and cost of traveling to the institution for an in-person audition, and it also saves

8120-400: The benefits of physical instruction and response to music. The Orff Schulwerk approach to music education leads students to develop their music abilities in a way that parallels the development of western music. The Suzuki method creates the same environment for learning music that a person has for learning their native language. Gordon Music Learning Theory provides the music teacher with

8236-592: The components of music are very helpful, simplifying concepts such as fractions and ratios. This is because of the way music works. Music also involves frequency and sound waves which are beneficial to understanding concepts in science. Understanding the different pitches in words and patterns in structure coincide with the way music structure is understood and read. The European Union Lifelong Learning Programme 2007–2013 has funded three projects that use music to support language learning. Lullabies of Europe (for pre-school and early learners), FolkDC (for primary), and

8352-688: The condition that they complete a list of qualifying courses. Music education Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music . Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers. Music education touches on all learning domains, including

8468-608: The country. Salinas’ influence in the development of Cuban music includes a collection of over 100 music compositions that established him as the initiator of the Cuban art music tradition. His legacy continues in modern-day Cuba where the Esteban Salas Early Music Festival is held every year in Havana. The festival attracts classical music artists from around the world to perform and teach music following

8584-447: The degree (e.g., in writing and researching) to get a job in government, university administration, or in the non-profit or arts administration sector. Other recipients of the MMus may go on to further graduate studies in music by continuing their MMus specialization in performance or conducting at the doctoral level, by completing a DMA (Doctor of Musical Arts) degree in those areas. Some students branch out to another area of music at

8700-404: The detriment of defending the study of music, her research debunking claims that music education improves math, for example. Researchers Glenn Schellenberg and Eugenia Costa-Giomi also criticize advocates incorrectly associating correlation with causation , Giomi pointing out that while there is a "strong relationship between music participation and academic achievement, the causal nature of

8816-405: The discipline at the undergraduate level. These examinations will be the first set of comprehensive exams, and be based either on graduate coursework or on specific preparatory reading (sometimes up to a year's work in reading). Preparing for comprehensive exams is normally both stressful and time consuming. Passing them allows the student to stay, begin doctoral research, and rise to the status of

8932-497: The domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and the affective domain (the learner's willingness to receive, internalize, and share what is learned), including music appreciation and sensitivity. Many music education curriculums incorporate the usage of mathematical skills as well fluid usage and understanding of a secondary language or culture. The consistency of practicing these skills has been shown to benefit students in

9048-406: The elite. With Spanish and Portuguese colonization, music began to be influenced by European ideas and principles.The Catholic Church used music education as a means to spread Christianity to local indigenous populations. One example of an early educator is Esteban Salas considered the first Cuban native-born art music composer developed Santiago de Cuba into a center of music excellence in

9164-422: The language spoken by the listener determined which groupings of tones and rhythms were more appealing, based on the inflections and natural rhythm groupings of their language. Another study had Europeans and Africans try to tap along with certain rhythms. European rhythms are regular and built on simple ratios, while African rhythms are typically based on irregular ratios. While both groups of people could perform

9280-428: The larger field of music learning theory . It provides music teachers with a comprehensive framework for teaching musicianship through audiation , Gordon's term for hearing music in the mind with understanding and comprehension when the sound is not physically present. The sequence of instructions is discrimination learning and inference learning. Discrimination Learning, the ability to determine whether two elements are

9396-436: The larger instruments (e.g., double bass and tuba ), and allow a videotape to be sent instead. Applicants are typically asked for official transcripts from all post-secondary programs and letters of recommendation from music professors and teachers. For most graduate programs, transcripts of every program or degree are required, whether or not the degree was completed. For students who have started out, but then withdrawn from

9512-642: The limitations imposed on women's roles in music education in the 19th century, women were accepted as kindergarten teachers, because this was deemed to be a "private sphere". Women also taught music privately, in girl's schools, Sunday schools, and they trained musicians in school music programs. By the turn of the 20th century, women began to be employed as music supervisors in elementary schools, teachers in normal schools and professors of music in universities. Women also became more active in professional organizations in music education, and women presented papers at conferences. A woman, Frances Clarke (1860-1958) founded

9628-454: The major differences between a typical MA degree and the MM is that whereas MA degree students often undertake original research and prepare and submit a thesis or similar research document, MM students focus on practical, applied areas, as set out in their MM area of specialization, which are typically instrumental or vocal performance, composition of new music, or conducting . The latter may focus on orchestral conducting, choral conducting, or

9744-413: The music teacher and the music curriculum in his or her area, many teachers rely heavily on one of many instructional methodologies that emerged in recent generations and developed rapidly during the latter half of the 20th century. The Dalcroze method was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze . The method is divided into three fundamental concepts −

9860-595: The musical literature of their own culture, in this case American. Music is seen as separate from, and more fundamental than, notation. In twelve learning stages, students move from hearing and singing music to decoding and then creating music using spoken syllables and then standard written notation. Rather than implementing the Kodály method directly, this method follows Kodály's original instructions and builds on America's own folk songs instead of on Hungarian folk songs. This early-childhood approach, sometimes referred to as

9976-966: The opportunity to perform in some type of musical ensemble , such as a choir , orchestra , or school band : concert band , marching band , or jazz band . In some secondary schools, additional music classes may also be available. In junior high school or its equivalent, music usually continues to be a required part of the curriculum . At the university level, students in most arts and humanities programs receive academic credit for music courses such as music history, typically of Western art music, or music appreciation , which focuses on listening and learning about different musical styles. In addition, most North American and European universities offer music ensembles – such as choir, concert band, marching band, or orchestra – that are open to students from various fields of study. Most universities also offer degree programs in music education, certifying students as primary and secondary music educators. Advanced degrees such as

10092-403: The organization opened up. From 1990 to 2010, there were five female Presidents of this organization. Women music educators "outnumber men two-to-one" in teaching general music, choir, private lessons, and keyboard instruction . More men tend to be hired as for band education, administration and jazz jobs, and more men work in colleges and universities. According to Dr. Sandra Wieland Howe, there

10208-540: The pieces. This approach, called a lecture-recital, is designed to give students experience explaining and contextualizing the pieces or songs they perform. This skill is important for performers because many also teach or coach students, and some will go on to become professors, where they may be required to give lectures on music history, theory, or composition. Some MM programs require students to pass comprehensive exams on their area of specialization and subjects such as music history and music theory. The goal of this exam

10324-650: The recent PopuLLar (for secondary). In addition, the ARTinED project is also using music for all subject areas. A number of researchers and music education advocates have argued that studying music enhances academic achievement , such as William Earhart, former president of the Music Educators National Conference, who claimed that "Music enhances knowledge in the areas of mathematics, science, geography, history, foreign language, physical education, and vocational training." Researchers at

10440-495: The relationship is questionable." Philosophers David Elliott and Marissa Silverman suggest that more effective advocacy involves shying away from " dumbing down " values and aims through slogans and misleading data, energy being better focused into engaging potential supporters in active music-making and musical-affective experiences, these actions recognizing that music and music-making are inherent to human culture and behavior, distinguishing humans from other species. The focus

10556-488: The requirements of the Schulwerk courses. Each bar on the instruments is able to be removed to allow for different scales to be formed. Orff's instruments build motor skills , both visually and kinesthetically, in younger children that might not have those abilities built up yet for other instruments. Experts in shaping an American-style Orff approach include Jane Frazee, Arvida Steen, and Judith Thomas. The Suzuki method

10672-435: The results, suggested no effect on IQ or spatial ability, or suggested the music of Mozart could be substituted for any music children enjoy in a term called "enjoyment arousal." Another study suggested that even if listening to Mozart may temporarily enhance a student's spatial-temporal abilities, learning to play an instrument is much more likely to improve student performance and achievement. Educators similarly criticized

10788-606: The rhythms with European qualities, the European group struggled with the African rhythms. This has to do with the ubiquity of complex polyrhythm in African culture and their familiarity with this type of sound. While each culture has its own musical qualities and appeals, incorporating cross-cultural curricula in our music classrooms can help teach students how to better perceive music from other cultures. Studies show that learning to sing folk songs or popular music of other cultures

10904-462: The same or not the same using aural/oral, verbal association, partial synthesis, symbolic association, and composite synthesis. With inference learning, students take an active role in their own education and learn to identify, create, and improvise unfamiliar patterns. The skills and content sequences within the audiation theory help music teachers establish sequential curricular objectives in accord with their own teaching styles and beliefs. There also

11020-543: The school the cost of having a panel of professors hear the candidate on location. Some universities have multiple audition locations to reduce the traveling expenses faced by candidates. For example, a school located on the west coast of the United States might offer the option of auditioning at a central and eastern US location. The school's professors who form the audition panel travel to these other locations to hear auditionees. Some schools which normally require in-person auditions waive this requirement for students who play

11136-517: The sensory-motor approach to music, was developed by the violinist Madeleine Carabo-Cone. This approach involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard. The concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch. 'Popular music pedagogy' — alternatively called rock music pedagogy, modern band, popular music education, or rock music education —

11252-904: The seventeenth and eighteenth centuries and beyond. Comprehensive exams In higher education, a comprehensive examination (or comprehensive exam or exams), often abbreviated as "comps", is a specific type of examination that must be completed by graduate students in some disciplines and courses of study, and also by undergraduate students in some institutions and departments. Unlike final examinations , comprehensive examinations are not linked to any particular course, but rather test knowledge across one or more general fields of study. Graduate-level comprehensive examinations are sometimes also known as preliminary examinations (" prelims "), general examinations ("generals"), qualifying examinations ("quals"), or as major field examinations . If these examinations are held orally, they may be known colloquially as "orals". The comps most commonly come after

11368-526: The specially planned classroom allows the child to learn the fundamentals of music by exploring through touch. The MMCP (Manhattanville Music Curriculum Project) aims to shape attitudes, helping students see music as personal, current, and evolving. Popular music pedagogy is the systematic teaching and learning of rock music and other forms of popular music both inside and outside formal classroom settings. Some have suggested that certain musical activities can help to improve breath, body and voice control of

11484-471: The student has completed required coursework and before starting on the dissertation ; successful passage of the comps is sometimes required for a student to be considered a "Ph.D. candidate". The form and general requirements for the comprehensive exam vary according to the faculty or department, degree sought, university , and country , but typically tests knowledge of the student's subject area and two or more related areas, and may be used to determine

11600-440: The student specifically requests it. Other institutions issue an All But Dissertation certificate after a student has passed the comprehensive exams. PhD students at some Canadian universities must complete their comprehensive exams by the end of their second year; those who fail to pass with a sufficiently high mark may retake the examination usually only once. Failure to pass a second time will normally result in expulsion from

11716-408: The student to continue doctoral study, but does allow the student to leave with a master's degree despite not having completed a thesis. In some U.S. graduate programs, particularly in the natural sciences, the majority of students do not have master's degrees when they begin doctoral work, and the successful students will earn doctorates without getting master's degrees on the way. In these programs,

11832-605: The testing emphases created by the No Child Left Behind Act are only some of the concerns facing music educators. Both teachers and students are under increased time restrictions" Patricia Powers states, "It is not unusual to see program cuts in the area of music and arts when economic issues surface. It is indeed unfortunate to lose support in this area especially since music and the art programs contribute to society in many positive ways." Comprehensive music education programs average $ 187 per pupil, according to

11948-464: The tradition of Esteban Salinas. Since music was taught to the general public by rote, until the nineteenth and twentieth centuries, very few people knew how to read music other than those who played instruments. The development of music in Latin America mainly followed that of European development: Choirs were formed to sing masses, chants, psalms; secular music also became more prevalent in

12064-502: The turn of the last century. "…the educational climate is not conducive to their continuance as historically conceived and the social needs and habits of people require a completely different kind of band program." A 2011 study conducted by Kathleen M. Kerstetter for the Journal of Band Research found that increased non-musical graduation requirements, block scheduling, increased number of non-traditional programs such as magnet schools, and

12180-490: The university's graduate school ; as such, applicants may have to achieve a certain mark on standardized tests , such as the GRE . Similarly, students from countries where the official language is not that of the university may be required to achieve a certain mark on standardized language tests. For example, students applying to a US MM program who come from a country where English is not an official language, may be required to pass

12296-420: The use of solfège , improvisation, and eurhythmics . Sometimes referred to as "rhythmic gymnastics," eurhythmics teaches concepts of rhythm, structure, and musical expression using movement, and is the concept for which Dalcroze is best known. It focuses on allowing the student to gain physical awareness and experience of music through training that engages all of the senses, particularly kinesthetic. According to

12412-490: The use of human resources, i.e., "culture-bearers," as well as deep and continued listening to archived resources such as those of Smithsonian Folkways Recordings. Influenced by both the Kodály method and Gordon's Music Learning Theory, Conversational Solfège was developed by Dr. John M. Feierabend, former chair of music education at the Hartt School , University of Hartford . The program begins by immersing students in

12528-594: The use of the senses, their voice and their corporal expression; His teachings are within a creative and fun educational framework built on a solid understanding of auditory, intuitive, physical, auditory, and visual sensory perception, thereby laying the foundations for listening, musical expression, reading, writing, and musical theory. This occurs in several stages through songs that give rhythmic, melodic, harmonic patterns and all musical elements, in aural, oral, verbal, auditory and visual recognition, reading, writing, creativity and theoretical understanding. Kodály's main goal

12644-441: The way we perceive the music of other cultures. Many studies have shown distinct differences in the preferences and abilities of musicians from around the world. One study attempted to view the distinctions between the musical preferences of English and Japanese speakers, providing both groups of people with the same series of tones and rhythms. The same type of study was done for English and French speakers. Both studies suggested that

12760-463: The whole body a percussive instrument and students are led to develop their music abilities in a way that parallels the development of western music. The approach fosters student self-discovery, encourages improvisation, and discourages adult pressures and mechanical drill. Carl Orff developed a special group of instruments, including modifications of the glockenspiel , xylophone , metallophone , drum , and other percussion instruments to accommodate

12876-503: Was a prominent Hungarian music educator, philosopher, and composer who highlighted the benefits of sensory perception, physical instruction, and response to music. In reality it is not an educational method, it is an innovative system of literacy and musical training, which proposes that music begins from an early age, such as the development of the mother tongue, where music is an educational tool for social transformation, in addition , proposes that every human being has access to music through

12992-472: Was a requirement for all people. This emphasizes the great importance that music and dance played in the lives of the Aztecs. In Mayan culture, musicians occupied a space between the elite and the common people. Music played a prominent role and professional musicians using a variety of wind instruments, drums and rattles to celebrate military victories. Music also played a prominent role in the funeral rites of

13108-494: Was coined by Patricia Shehan Campbell to describe world music content and practice in elementary and secondary school music programs. Pioneers of the movement, especially Barbara Reeder Lundquist, William M. Anderson, and Will Schmid, influenced a second generation of music educators (including J. Bryan Burton, Mary Goetze, Ellen McCullough-Brabson, and Mary Shamrock) to design and deliver curricular models to music teachers of various levels and specializations. The pedagogy advocates

13224-437: Was developed by Shinichi Suzuki in Japan shortly after World War II, and uses music education to enrich the lives and moral character of its students. The movement rests on the double premise that "all children can be well educated" in music, and that learning to play music at a high level also involves learning certain character traits or virtues which make a person's soul more beautiful. The primary method for achieving this

13340-402: Was developed in 1965 as a response to declining student interest in school music. This creative approach aims to shape attitudes, helping students see music not as static content to be mastered, but as personal, current, and evolving. Rather than imparting factual knowledge, this method centers around the student, who learns through investigation, experimentation, and discovery. The teacher gives

13456-528: Was to instill in his students a lifelong love of music and he felt it was the duty of the child's school to provide this vital element of education. Some of the characteristic teaching tools of Kodály are the use of hand signs or solfa, rhythmic syllables (stick notation) and mobile C (verbalization). The most important thing is that the methodology belongs to everyone, so music is available to everyone. Most countries have used their own folk or community music traditions to build their own instructional sequence, but in

#724275