History of Music Education in the United States

Music education in the United States has evolved from its origins in Protestant church services in the 18th century to its current status as a core subject in many states.

Early Development:

  • Early singing schools were founded in the 19th century.
  • Lowell Mason advocated for music education in public schools, promoting its moral, physical, and intellectual benefits.
  • Johann Heinrich Pestalozzi's ideas on active and sensory learning influenced music pedagogy.
  • William Channing Woodbridge, Elam Ives, and Lowell Mason popularized the "rote method" of teaching music, which emphasized rote memorization.

The Scientific Method and Music Education:

  • After the Civil War, scientific principles were applied to music education.
  • Joseph Bird and Benjamin Jepson developed the "note method," which focused on music reading and sight-singing.
  • Thomas Tapper and Frederick Ripley emphasized systematic and pragmatic approaches to music literacy.

The Music Supervisors National Conference (MSNC):

  • Founded in 1907, the MSNC became a key player in advancing music education.
  • It focused on teaching methods, teacher training, and the development of music curricula.

Instrumental Education:

  • Inspired by military bands, schools began offering instrumental education programs in the early 20th century.
  • John Philip Sousa and other composers promoted band music.
  • The first formal school for music educators was founded in 1884.

Concert and Marching Bands:

  • Bands were integral to American communities, providing entertainment and patriotic support.
  • Female bands and African-American women's bands emerged during the 20th century.

Collegiate Band Service Organizations:

  • Kappa Kappa Psi and Tau Beta Sigma were founded to promote collegiate bands, foster leadership, and support music education.

Modern Secondary Education:

  • Music is typically optional in high school but may be required in middle school.
  • Opportunities include instrumental bands, choirs, theater performance, and music theory classes.

Music Education Reform:

  • A 2015 study revealed that many high schools do not require music courses.
  • In 2015, music and arts were designated as core subjects under the Every Child Achieves Act.

Music as a Core Subject:

  • The National Coalition for Core Arts Standards provides performance assessments for music education.
  • Research suggests that music education improves brain development, academic performance, and social skills.
  • However, funding challenges and differing views on education priorities continue to impact music education.

Funding for Music Education:

  • Proponents argue for increased federal funding based on music's cognitive and emotional benefits.
  • Opponents view music education as non-essential and a waste of resources.

Elementary Education:

  • Elementary schools offer regular music classes, often including choirs and orchestral bands.
  • Developed teaching methods, such as Kodály, Orff-Schulwerk, and Dalcroze-Eurythmics, emphasize active learning.

Music Programs at the Collegiate Level:

  • Universities offer intensive music programs and general music education courses.
  • Research has shown that music education positively impacts university students' competency.

Technology in Music Education:

  • Radio broadcasting was used in the early 20th century to enhance music instruction.
  • Today, technology, such as iPods and computers, facilitates access to musical resources and promotes active listening.

Continued Research and Development:

  • Extended Reality (XR) technology, including augmented and virtual reality, is being explored for its potential in translating movement into musical compositions.