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<li id="toc-The_scientific_method_and_how_it_affected_music" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#The_scientific_method_and_how_it_affected_music"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.1</span> <span>The scientific method and how it affected music</span> </div> </a> <ul id="toc-The_scientific_method_and_how_it_affected_music-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Two_methodologies:_rote_vs._note" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Two_methodologies:_rote_vs._note"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.2</span> <span>Two methodologies: rote vs. note</span> </div> </a> <ul id="toc-Two_methodologies:_rote_vs._note-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Concert_and_marching_bands" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Concert_and_marching_bands"> <div class="vector-toc-text"> <span class="vector-toc-numb">2</span> <span>Concert and marching bands</span> </div> </a> <button aria-controls="toc-Concert_and_marching_bands-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Concert and marching bands subsection</span> </button> <ul id="toc-Concert_and_marching_bands-sublist" class="vector-toc-list"> <li id="toc-All-female_high_school,_military,_and_performance_bands" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#All-female_high_school,_military,_and_performance_bands"> <div class="vector-toc-text"> <span class="vector-toc-numb">2.1</span> <span>All-female high school, military, and performance bands</span> </div> </a> <ul id="toc-All-female_high_school,_military,_and_performance_bands-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-High_school_music_programs_during_World_War_II" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#High_school_music_programs_during_World_War_II"> <div class="vector-toc-text"> <span class="vector-toc-numb">2.2</span> <span>High school music programs during World War II</span> </div> </a> <ul id="toc-High_school_music_programs_during_World_War_II-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Collegiate_band_service_organizations" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Collegiate_band_service_organizations"> <div class="vector-toc-text"> <span class="vector-toc-numb">2.3</span> <span>Collegiate band service organizations</span> </div> </a> <ul id="toc-Collegiate_band_service_organizations-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Modern_secondary_education" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Modern_secondary_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">3</span> <span>Modern secondary education</span> </div> </a> <button aria-controls="toc-Modern_secondary_education-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Modern secondary education subsection</span> </button> <ul id="toc-Modern_secondary_education-sublist" class="vector-toc-list"> <li id="toc-Music_education_reform" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Music_education_reform"> <div class="vector-toc-text"> <span class="vector-toc-numb">3.1</span> <span>Music education reform</span> </div> </a> <ul id="toc-Music_education_reform-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Music_as_a_core_subject" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Music_as_a_core_subject"> <div class="vector-toc-text"> <span class="vector-toc-numb">4</span> <span>Music as a core subject</span> </div> </a> <button aria-controls="toc-Music_as_a_core_subject-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Music as a core subject subsection</span> </button> <ul id="toc-Music_as_a_core_subject-sublist" class="vector-toc-list"> <li id="toc-History_2" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#History_2"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.1</span> <span>History</span> </div> </a> <ul id="toc-History_2-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Implementation" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Implementation"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.2</span> <span>Implementation</span> </div> </a> <ul id="toc-Implementation-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Impacts_on_childhood_development_and_academic_success" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Impacts_on_childhood_development_and_academic_success"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.3</span> <span>Impacts on childhood development and academic success</span> </div> </a> <ul id="toc-Impacts_on_childhood_development_and_academic_success-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Critiques" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Critiques"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.4</span> <span>Critiques</span> </div> </a> <ul id="toc-Critiques-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Views_on_funding_music_education" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Views_on_funding_music_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>Views on funding music education</span> </div> </a> <ul id="toc-Views_on_funding_music_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Modern_elementary_education" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Modern_elementary_education"> <div class="vector-toc-text"> <span class="vector-toc-numb">6</span> <span>Modern elementary education</span> </div> </a> <ul id="toc-Modern_elementary_education-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Music_Programs_at_the_Collegiate_Level" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Music_Programs_at_the_Collegiate_Level"> <div class="vector-toc-text"> <span class="vector-toc-numb">7</span> <span>Music Programs at the Collegiate Level</span> </div> </a> <ul id="toc-Music_Programs_at_the_Collegiate_Level-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Introduction_of_technology" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Introduction_of_technology"> <div class="vector-toc-text"> <span class="vector-toc-numb">8</span> <span>Introduction of technology</span> </div> </a> <ul id="toc-Introduction_of_technology-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Continued_research_and_development" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Continued_research_and_development"> <div class="vector-toc-text"> <span class="vector-toc-numb">9</span> <span>Continued research and development</span> </div> </a> <ul id="toc-Continued_research_and_development-sublist" class="vector-toc-list"> </ul> 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.sidebar-list-title,html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-list-title,html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media print{body.ns-0 .mw-parser-output .sidebar{display:none!important}}</style><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><table class="sidebar nomobile vcard plainlist" style="width:22.0em; border: 4px double #d69d36;"><tbody><tr><td class="sidebar-pretitle"><b>This article is part of <a href="/wiki/Category:Education_in_the_United_States" title="Category:Education in the United States">a series</a> on</b></td></tr><tr><th class="sidebar-title-with-pretitle" style="background:#002868; border: 1px double #8C959A;"><a href="/wiki/Education_in_the_United_States" title="Education in the United States"><span style="color:#FFFFFF;"><small>Education in the</small><br />United States</span></a></th></tr><tr><th class="sidebar-heading" style="background:#bf0a30; color:#FFF; border: 1px double #8C959A;"> Summary</th></tr><tr><td class="sidebar-content"> <ul><li><a href="/wiki/Category:Education_in_the_United_States_by_state_or_territory" title="Category:Education in the United States by state or territory">By state</a> and <a href="/wiki/Category:Education_in_insular_areas_of_the_United_States" title="Category:Education in insular areas of the United States">in insular areas</a></li> <li><a href="/wiki/Category:Education_in_the_United_States_by_subject" title="Category:Education in the United States by subject">By subject area</a></li> <li><a href="/wiki/History_of_education_in_the_United_States" title="History of education in the United States">History of education in the United States</a></li> <li><a href="/wiki/History_of_education_in_Chicago" title="History of education in Chicago">History of education in Chicago</a></li> <li><a href="/wiki/History_of_education_in_Kentucky" title="History of education in Kentucky">History of education in Kentucky</a></li> <li><a href="/wiki/History_of_education_in_Massachusetts" title="History of education in Massachusetts">History of education in Massachusetts</a></li> <li><a href="/wiki/History_of_education_in_Missouri" title="History of education in Missouri">History of education in Missouri</a></li> <li><a href="/wiki/History_of_education_in_New_York_City" title="History of education in New York City">History of education in New York City</a></li></ul></td> </tr><tr><th class="sidebar-heading" style="background:#bf0a30; color:#FFF; border: 1px double #8C959A;"> Curriculum topics</th></tr><tr><td class="sidebar-content"> <div class="hlist"> <ul><li><a href="/wiki/Literacy_in_the_United_States" title="Literacy in the United States">Literacy</a></li> <li><a href="/wiki/Normal_schools_in_the_United_States" title="Normal schools in the United States">Normal schools</a></li> <li><a href="/wiki/Apprenticeship_degree" title="Apprenticeship degree">Apprenticeship degrees</a></li> <li><a href="/wiki/Art_education_in_the_United_States" title="Art education in the United States">Art education</a></li> <li><a href="/wiki/Civic_education_in_the_United_States" title="Civic education in the United States">Civic education</a></li> <li><a class="mw-selflink selflink">Music education</a></li> <li><a href="/wiki/Legal_education_in_the_United_States" title="Legal education in the United States">Legal education</a> <ul><li><a href="/wiki/Law_school_in_the_United_States" title="Law school in the United States">Law school</a></li></ul></li> <li><a href="/wiki/Medical_education_in_the_United_States" title="Medical education in the United States">Medical education</a> <ul><li><a href="/wiki/Medical_school_in_the_United_States" title="Medical school in the United States">Medical school</a></li> <li><a href="/wiki/Nursing_degrees_in_the_United_States" title="Nursing degrees in the United States">Nursing degrees</a></li></ul></li> <li><a href="/wiki/Environmental_education_in_the_United_States" title="Environmental education in the United States">Environmental education</a></li> <li><a href="/wiki/Language_education_in_the_United_States" title="Language education in the United States">Language education</a></li> <li><a href="/wiki/Mathematics_education_in_the_United_States" title="Mathematics education in the United States">Mathematics education</a></li> <li><a href="/wiki/Sex_education_in_the_United_States" title="Sex education in the United States">Sex education</a></li> <li><a href="/wiki/Vocational_education_in_the_United_States" title="Vocational education in the United States">Vocational education</a></li></ul> </div></td> </tr><tr><th class="sidebar-heading" style="background:#bf0a30; color:#FFF; border: 1px double #8C959A;"> <a href="/wiki/Education_policy_of_the_United_States" title="Education policy of the United States"><span style="color:white;">Education policy issues</span></a></th></tr><tr><td class="sidebar-content"> <div class="hlist"> <ul><li><a href="/wiki/Educational_accreditation" title="Educational accreditation">Accreditation</a> <ul><li><a href="/wiki/Pre-tertiary-education_accreditation" title="Pre-tertiary-education accreditation">Primary and secondary</a></li> <li><a href="/wiki/Higher_education_accreditation_in_the_United_States" title="Higher education accreditation in the United States">Post-secondary</a></li></ul></li> <li><i><a href="/wiki/Category:Education_finance_in_the_United_States" title="Category:Education finance in the United States">Financing</a></i></li> <li><a href="/wiki/Educational_attainment_in_the_United_States" title="Educational attainment in the United States">Educational attainment</a></li> <li><a href="/wiki/Issues_in_higher_education_in_the_United_States" title="Issues in higher education in the United States">Post-secondary issues</a> <ul><li><a href="/wiki/Higher_education_bubble_in_the_United_States" title="Higher education bubble in the United States">Bubble</a></li> <li><a href="/wiki/Cost_and_financing_issues_facing_higher_education_in_the_United_States" class="mw-redirect" title="Cost and financing issues facing higher education in the United States">Cost and financing</a></li> <li><a href="/wiki/Educational_inflation" title="Educational inflation">Credentialism</a></li> <li><a href="/wiki/Elite_overproduction" title="Elite overproduction">Elite overproduction</a></li> <li><a href="/wiki/Graduate_unemployment#United_States" title="Graduate unemployment">Graduate unemployment</a></li> <li><a href="/wiki/Student_financial_aid_in_the_United_States" title="Student financial aid in the United States">Student financial aid</a></li> <li><a href="/wiki/Student_loans_in_the_United_States" title="Student loans in the United States">Student loans</a></li></ul></li> <li><a href="/wiki/Education_reform##Contemporary_issues_(United_States)" title="Education reform">Reform</a> <ul><li><a href="/wiki/Charter_schools_in_the_United_States" title="Charter schools in the United States">Charter schools</a></li> <li><a href="/wiki/Educational_inequality_in_the_United_States" title="Educational inequality in the United States">Inequality</a></li> <li><a href="/wiki/Achievement_gaps_in_the_United_States" title="Achievement gaps in the United States">Achievement gaps</a></li> <li><a href="/wiki/Racial_achievement_gap_in_the_United_States" title="Racial achievement gap in the United States">Racial achievement gap</a></li> <li><a href="/wiki/Desegregation_busing" title="Desegregation busing">Desegregation busing</a></li> <li><a href="/wiki/Sex_differences_in_education_in_the_United_States" title="Sex differences in education in the United States">Gender achievement gap</a></li> <li><a href="/wiki/Head_Start_(program)" title="Head Start (program)">Head Start</a></li> <li><a href="/wiki/School_choice" title="School choice">School choice</a></li> <li><a href="/wiki/Racial_diversity_in_United_States_schools" title="Racial diversity in United States schools">Racial diversity</a></li> <li><a href="/wiki/School_segregation_in_the_United_States" title="School segregation in the United States">School segregation</a></li> <li><a href="/wiki/Standards-based_education_reform_in_the_United_States" title="Standards-based education reform in the United States">Standards-based reform</a></li></ul></li> <li><a href="/wiki/School_corporal_punishment_in_the_United_States" title="School corporal punishment in the United States">School corporal punishment</a></li> <li><a href="/wiki/School_meal_programs_in_the_United_States" title="School meal programs in the United States">School meals</a></li> <li><a href="/wiki/School_violence_in_the_United_States" title="School violence in the United States">School violence</a></li> <li><a href="/wiki/Sexual_harassment_in_education_in_the_United_States" title="Sexual harassment in education in the United States">Sexual harassment</a></li> <li><a href="/wiki/Qatari_involvement_in_higher_education_in_the_United_States" title="Qatari involvement in higher education in the United States">Foreign involvement</a></li> <li><a href="/wiki/Special_education_in_the_United_States" title="Special education in the United States">Special education</a></li> <li><a href="/wiki/Apprenticeship_in_the_United_States" title="Apprenticeship in the United States">Apprenticeship</a> <ul><li><a href="/wiki/School-to-work_transition" title="School-to-work transition">School-to-work transition</a></li></ul></li> <li><a href="/wiki/Community_colleges_in_the_United_States" title="Community colleges in the United States">Community colleges</a></li> <li><a href="/wiki/For-profit_higher_education_in_the_United_States" title="For-profit higher education in the United States">For-profit higher education</a> <ul><li><a href="/wiki/For-profit_colleges_in_the_United_States" title="For-profit colleges in the United States">For-profit colleges</a></li></ul></li> <li><a href="/wiki/List_of_research_universities_in_the_United_States" title="List of research universities in the United States">Research universities</a></li> <li><a href="/wiki/Community_school_(United_States)" title="Community school (United States)">Community school</a> <ul><li><a href="/wiki/Full-service_community_schools_in_the_United_States" title="Full-service community schools in the United States">Full-service community schools</a></li></ul></li></ul> </div></td> </tr><tr><th class="sidebar-heading" style="background:#bf0a30; color:#FFF; border: 1px double #8C959A;"> Levels of education</th></tr><tr><td class="sidebar-content"> <div class="hlist"> <ul><li><a href="/wiki/Early_childhood_education_in_the_United_States" title="Early childhood education in the United States">Early childhood</a></li> <li><a href="/wiki/K%E2%80%9312_education_in_the_United_States" title="K–12 education in the United States">K–12</a> <ul><li><a href="/wiki/Primary_education_in_the_United_States" title="Primary education in the United States">Primary</a></li> <li><a href="/wiki/Secondary_education_in_the_United_States" title="Secondary education in the United States">Secondary</a></li></ul></li> <li><a href="/wiki/Higher_education_in_the_United_States" title="Higher education in the United States">Post-secondary</a></li></ul> </div> <ul><li><a href="/wiki/Category:Educational_organizations_based_in_the_United_States" title="Category:Educational organizations based in the United States">Organizations</a></li></ul></td> </tr><tr><td class="sidebar-below" style="border-top:#aaa 1px solid; border-bottom:#aaa 1px solid;"> <span class="nowrap"><span class="noviewer" typeof="mw:File"><a href="/wiki/File:Diploma_icon.png" class="mw-file-description"><img alt="icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/16px-Diploma_icon.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/24px-Diploma_icon.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/32px-Diploma_icon.png 2x" data-file-width="128" data-file-height="128" /></a></span> </span><a href="/wiki/Portal:Education" class="mw-redirect" title="Portal:Education">Education portal</a><br /><span class="nowrap"><span class="mw-image-border noviewer" typeof="mw:File"><span><img alt="flag" src="//upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/16px-Flag_of_the_United_States.svg.png" decoding="async" width="16" height="8" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/24px-Flag_of_the_United_States.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/32px-Flag_of_the_United_States.svg.png 2x" data-file-width="1235" data-file-height="650" /></span></span> </span><a href="/wiki/Portal:United_States" title="Portal:United States">United States portal</a></td></tr><tr><td class="sidebar-navbar"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1239400231">.mw-parser-output .navbar{display:inline;font-size:88%;font-weight:normal}.mw-parser-output .navbar-collapse{float:left;text-align:left}.mw-parser-output .navbar-boxtext{word-spacing:0}.mw-parser-output .navbar ul{display:inline-block;white-space:nowrap;line-height:inherit}.mw-parser-output .navbar-brackets::before{margin-right:-0.125em;content:"[ "}.mw-parser-output .navbar-brackets::after{margin-left:-0.125em;content:" ]"}.mw-parser-output .navbar li{word-spacing:-0.125em}.mw-parser-output .navbar a>span,.mw-parser-output .navbar a>abbr{text-decoration:inherit}.mw-parser-output .navbar-mini abbr{font-variant:small-caps;border-bottom:none;text-decoration:none;cursor:inherit}.mw-parser-output .navbar-ct-full{font-size:114%;margin:0 7em}.mw-parser-output .navbar-ct-mini{font-size:114%;margin:0 4em}html.skin-theme-clientpref-night .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}@media(prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}}@media print{.mw-parser-output .navbar{display:none!important}}</style><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Education_in_the_U.S." title="Template:Education in the U.S."><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Education_in_the_U.S." title="Template talk:Education in the U.S."><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Education_in_the_U.S." title="Special:EditPage/Template:Education in the U.S."><abbr title="Edit this template">e</abbr></a></li></ul></div></td></tr></tbody></table> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1246091330"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><table class="sidebar sidebar-collapse nomobile nowraplinks vcard hlist" style="width:22.0em; border: 4px double #d69d36; background:#ffffff;"><tbody><tr><td class="sidebar-pretitle"><b><span style="color:#000000;">This article is part of a series on the</span></b></td></tr><tr><th class="sidebar-title-with-pretitle" style="background:#002868; background-clip:padding-box;"><a href="/wiki/Music_of_the_United_States" title="Music of the United States"><span style="color:#ffffff;"><small>Music of the </small><br />United States</span></a></th></tr><tr><td class="sidebar-image"><span typeof="mw:File"><a href="/wiki/Music_of_the_United_States" title="Music of the United States"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/7/71/Musical_Notes_U.S..svg/130px-Musical_Notes_U.S..svg.png" decoding="async" width="130" height="80" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/71/Musical_Notes_U.S..svg/195px-Musical_Notes_U.S..svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/71/Musical_Notes_U.S..svg/260px-Musical_Notes_U.S..svg.png 2x" data-file-width="605" data-file-height="372" /></a></span></td></tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)">General topics</div><div class="sidebar-list-content mw-collapsible-content"> <ul><li><a class="mw-selflink selflink">Education</a></li> <li><a href="/wiki/Music_history_of_the_United_States" title="Music history of the United States">History</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)"><a href="/wiki/Timeline_of_music_in_the_United_States" title="Timeline of music in the United States"><span style="color:#ffffff;">Timeline </span></a></div><div class="sidebar-list-content mw-collapsible-content"> <ul><li><a href="/wiki/Music_history_of_the_United_States_during_the_colonial_era" title="Music history of the United States during the colonial era">Colonial era</a></li> <li><a href="/wiki/Music_history_of_the_United_States_to_the_Civil_War" title="Music history of the United States to the Civil War">to the Civil War</a></li> <li><a href="/wiki/Music_of_the_American_Civil_War" title="Music of the American Civil War">During the Civil War</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_late_19th_century" title="Music history of the United States in the late 19th century">Late 19th century</a></li> <li><a href="/wiki/Music_history_of_the_United_States_(1900%E2%80%931940)" title="Music history of the United States (1900–1940)">1900–1940</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_1950s" title="Music history of the United States in the 1950s">1950s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_1960s" title="Music history of the United States in the 1960s">1960s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_1970s" title="Music history of the United States in the 1970s">1970s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_1980s" title="Music history of the United States in the 1980s">1980s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_1990s" class="mw-redirect" title="Music history of the United States in the 1990s">1990s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_2000s" class="mw-redirect" title="Music history of the United States in the 2000s">2000s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_2010s" class="mw-redirect" title="Music history of the United States in the 2010s">2010s</a></li> <li><a href="/wiki/Music_history_of_the_United_States_in_the_2020s" class="mw-redirect" title="Music history of the United States in the 2020s">2020s</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)">Genres</div><div class="sidebar-list-content mw-collapsible-content"> <ul><li><a href="/wiki/American_classical_music" class="mw-redirect" title="American classical music">Classical</a></li> <li><a href="/wiki/Jazz" title="Jazz">Jazz</a></li> <li><a href="/wiki/Country_music" title="Country music">Country</a></li> <li><a href="/wiki/Electronic_dance_music" title="Electronic dance music">EDM</a></li> <li><a href="/wiki/American_folk_music" title="American folk music">Folk</a></li> <li><a href="/wiki/Bluegrass_music" title="Bluegrass music">Bluegrass</a></li> <li><a href="/wiki/Hip_hop_music" title="Hip hop music">Hip hop</a></li> <li><a href="/wiki/American_pop" class="mw-redirect" title="American pop">Pop</a></li> <li><a href="/wiki/American_rock" title="American rock">Rock</a></li> <li><a href="/wiki/Rhythm_and_blues" title="Rhythm and blues">R&B</a></li> <li><a href="/wiki/Techno" title="Techno">Techno</a></li> <li><a href="/wiki/Trap_music" title="Trap music">Trap</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)">Specific forms</div><div class="sidebar-list-content mw-collapsible-content"><div class="hlist"> <p><b>Religious music</b> </p> <ul><li><a href="/wiki/Gospel_music" title="Gospel music">Gospel music</a></li> <li><a href="/wiki/Contemporary_Christian_music" title="Contemporary Christian music">Christian pop</a></li></ul> </div> <p><b>Ethnic music</b> </p> <ul><li><a href="/wiki/Indigenous_music_of_North_America" title="Indigenous music of North America">Native American</a> <ul><li><small><a href="/wiki/Arapaho_music" title="Arapaho music">Arapaho</a></small></li> <li><small><a href="/wiki/Blackfeet_music" title="Blackfeet music">Blackfeet</a></small></li> <li><small><a href="/wiki/Inuit_music" title="Inuit music">Inuit</a></small></li> <li><small><a href="/wiki/Iroquois_music" title="Iroquois music">Iroquois</a></small></li> <li><small><a href="/wiki/Kiowa_music" title="Kiowa music">Kiowa</a></small></li> <li><small><a href="/wiki/Navajo_music" title="Navajo music">Navajo</a></small></li> <li><small><a href="/wiki/Pueblo_music" title="Pueblo music">Pueblo</a></small></li> <li><small><a href="/wiki/Seminole_music" title="Seminole music">Seminole</a></small></li> <li><small><a href="/wiki/Sioux_music" title="Sioux music">Sioux</a></small></li> <li><small><a href="/wiki/Yuman_music" title="Yuman music">Yuman</a></small></li></ul></li></ul> <ul><li><a href="/wiki/Anglo-American_music" title="Anglo-American music">Anglo-American</a> <ul><li><small><a href="/wiki/Old-time_music" title="Old-time music">Old-time</a></small></li> <li><small><a href="/wiki/Western_music_(North_America)" title="Western music (North America)">Western</a></small></li></ul></li></ul> <ul><li><a href="/wiki/African-American_music" title="African-American music">African-American</a></li></ul> <ul><li><a href="/wiki/Celtic_music_in_the_United_States" title="Celtic music in the United States">Celtic</a></li></ul> <ul><li><a href="/wiki/Music_of_Spain" title="Music of Spain">Spanish</a></li></ul> <ul><li><a href="/wiki/New_Mexico_music" title="New Mexico music">New Mexican</a></li></ul> <ul><li><a href="/wiki/Latin_American_music_in_the_United_States" title="Latin American music in the United States">Latin</a> <ul><li><small><a href="/wiki/Tejano_music" title="Tejano music">Tejano</a></small></li> <li><small><a href="/wiki/Music_of_Puerto_Rico" title="Music of Puerto Rico">Puerto Rican</a></small></li></ul></li></ul> <ul><li><a href="/wiki/Music_of_Louisiana#Southern_region" title="Music of Louisiana">Cajun and Creole</a></li></ul> <ul><li><a href="/wiki/Music_of_Hawaii#Folk_music" title="Music of Hawaii">Hawaiian</a></li></ul> <ul><li><a href="/wiki/Music_of_immigrant_communities_in_the_United_States" title="Music of immigrant communities in the United States">Immigrant communities</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)">Media and performance</div><div class="sidebar-list-content mw-collapsible-content"><b>Awards</b> <ul><li><a href="/wiki/American_Music_Awards" title="American Music Awards">American Music Awards</a></li> <li><a href="/wiki/Grammy_Award" class="mw-redirect" title="Grammy Award">Grammy Awards</a></li> <li><a href="/wiki/Country_Music_Association" title="Country Music Association">Country Music Awards</a></li> <li><a href="/wiki/GMA_Dove_Award" title="GMA Dove Award">Gospel Music Awards</a></li> <li><a href="/wiki/Tejano_Music_Awards" title="Tejano Music Awards">Tejano Music Awards</a></li></ul> <p><b>Charts</b> </p> <ul><li><a href="/wiki/Billboard_charts" title="Billboard charts">Billboard Music Chart</a></li> <li><a href="/wiki/American_Top_40" title="American Top 40">American Top 40</a></li></ul> <p><b>Festivals</b> </p> <ul><li><a href="/wiki/New_Orleans_Jazz_%26_Heritage_Festival" title="New Orleans Jazz & Heritage Festival">Jazz Fest</a></li> <li><a href="/wiki/Lollapalooza" title="Lollapalooza">Lollapalooza</a></li> <li><a href="/wiki/Ozzfest" title="Ozzfest">Ozzfest</a></li> <li><a href="/wiki/Monterey_Jazz_Festival" title="Monterey Jazz Festival">Monterey Jazz Festival</a></li> <li><a href="/wiki/Coachella_Valley_Music_and_Arts_Festival" class="mw-redirect" title="Coachella Valley Music and Arts Festival">Coachella Valley Music and Arts Festival</a></li></ul> <p><b>Media</b> </p> <ul><li><i><a href="/wiki/Spin_(magazine)" title="Spin (magazine)">Spin</a></i></li> <li><i><a href="/wiki/Rolling_Stone" title="Rolling Stone">Rolling Stone</a></i></li> <li><i><a href="/wiki/Vibe_(magazine)" title="Vibe (magazine)">Vibe</a></i></li> <li><i><a href="/wiki/DownBeat" title="DownBeat">DownBeat</a></i></li> <li><i><a href="/wiki/The_Source" title="The Source">The Source</a></i></li> <li><i><a href="/wiki/XXL_(magazine)" title="XXL (magazine)">XXL</a></i></li> <li><a href="/wiki/MTV" title="MTV">MTV</a></li> <li><a href="/wiki/VH1" title="VH1">VH1</a></li> <li><a href="/wiki/BET" title="BET">BET</a></li> <li><a href="/wiki/Revolt_(TV_network)" title="Revolt (TV network)">Revolt</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)">Nationalistic and patriotic</div><div class="sidebar-list-content mw-collapsible-content"><b>National anthem</b> <ul><li><a href="/wiki/The_Star-Spangled_Banner" title="The Star-Spangled Banner">The Star-Spangled Banner</a></li></ul> <p><b>Other</b> </p> <ul><li><a href="/wiki/American_patriotic_music" title="American patriotic music">American patriotic music</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="background:#bf0a30; color:#ffffff; text-align:center;;color: var(--color-base)">Regional</div><div class="sidebar-list-content mw-collapsible-content"> <ul><li><a href="/wiki/Music_of_Alaska" title="Music of Alaska">AK</a></li> <li><a href="/wiki/Music_of_Alabama" title="Music of Alabama">AL</a></li> <li><a href="/wiki/Music_of_Arkansas" title="Music of Arkansas">AR</a></li> <li><a href="/wiki/Music_of_Samoa" title="Music of Samoa">AS</a></li> <li><a href="/wiki/Music_of_Arizona" title="Music of Arizona">AZ</a></li> <li><a href="/wiki/Music_of_California" title="Music of California">CA</a></li> <li><a href="/wiki/Music_of_Colorado" title="Music of Colorado">CO</a></li> <li><a href="/wiki/Music_of_Connecticut" title="Music of Connecticut">CT</a></li> <li><a href="/wiki/Music_of_Washington,_D.C." title="Music of Washington, D.C.">DC</a></li> <li><a href="/wiki/Music_of_Delaware" title="Music of Delaware">DE</a></li> <li><a href="/wiki/Music_of_Florida" title="Music of Florida">FL</a></li> <li><a href="/wiki/Music_of_Georgia_(U.S._state)" title="Music of Georgia (U.S. state)">GA</a></li> <li><a href="/wiki/Music_of_Guam" title="Music of Guam">GU</a></li> <li><a href="/wiki/Music_of_Hawaii" title="Music of Hawaii">HI</a></li> <li><a href="/wiki/Music_of_Iowa" title="Music of Iowa">IA</a></li> <li><a href="/wiki/Music_of_Idaho" title="Music of Idaho">ID</a></li> <li><a href="/wiki/Music_of_Illinois" title="Music of Illinois">IL</a></li> <li><a href="/wiki/Music_of_Indiana" title="Music of Indiana">IN</a></li> <li><a href="/wiki/Music_of_Kansas" title="Music of Kansas">KS</a></li> <li><a href="/wiki/Music_of_Kentucky" title="Music of Kentucky">KY</a></li> <li><a href="/wiki/Music_of_Louisiana" title="Music of Louisiana">LA</a></li> <li><a href="/wiki/Music_of_Massachusetts" title="Music of Massachusetts">MA</a></li> <li><a href="/wiki/Music_of_Maryland" title="Music of Maryland">MD</a></li> <li><a href="/wiki/Music_of_Maine" title="Music of Maine">ME</a></li> <li><a href="/wiki/Music_of_Michigan" title="Music of Michigan">MI</a></li> <li><a href="/wiki/Music_of_Minnesota" title="Music of Minnesota">MN</a></li> <li><a href="/wiki/Music_of_Missouri" title="Music of Missouri">MO</a></li> <li><a href="/wiki/Music_of_the_Northern_Mariana_Islands" title="Music of the Northern Mariana Islands">MP</a></li> <li><a href="/wiki/Music_of_Mississippi" title="Music of Mississippi">MS</a></li> <li><a href="/wiki/Music_of_Montana" title="Music of Montana">MT</a></li> <li><a href="/wiki/Music_of_North_Carolina" title="Music of North Carolina">NC</a></li> <li><a href="/wiki/Music_of_North_Dakota" title="Music of North Dakota">ND</a></li> <li><a href="/wiki/Music_of_Nebraska" title="Music of Nebraska">NE</a></li> <li><a href="/wiki/Music_of_New_Hampshire" title="Music of New Hampshire">NH</a></li> <li><a href="/wiki/Music_of_New_Mexico" title="Music of New Mexico">NM</a></li> <li><a href="/wiki/Music_of_Nevada" title="Music of Nevada">NV</a></li> <li><a href="/wiki/Music_of_New_Jersey" title="Music of New Jersey">NJ</a></li> <li><a href="/wiki/Music_of_New_York_(state)" title="Music of New York (state)">NY</a></li> <li><a href="/wiki/Music_of_Ohio" title="Music of Ohio">OH</a></li> <li><a href="/wiki/Music_of_Oklahoma" title="Music of Oklahoma">OK</a></li> <li><a href="/wiki/Music_of_Oregon" title="Music of Oregon">OR</a></li> <li><a href="/wiki/Music_of_Pennsylvania" title="Music of Pennsylvania">PA</a></li> <li><a href="/wiki/Music_of_Puerto_Rico" title="Music of Puerto Rico">PR</a></li> <li><a href="/wiki/Music_of_Rhode_Island" title="Music of Rhode Island">RI</a></li> <li><a href="/wiki/Music_of_South_Carolina" title="Music of South Carolina">SC</a></li> <li><a href="/wiki/Music_of_South_Dakota" title="Music of South Dakota">SD</a></li> <li><a href="/wiki/Music_of_Tennessee" title="Music of Tennessee">TN</a></li> <li><a href="/wiki/Music_of_Texas" title="Music of Texas">TX</a></li> <li><a href="/wiki/Music_of_Utah" title="Music of Utah">UT</a></li> <li><a href="/wiki/Music_of_Virginia" title="Music of Virginia">VA</a></li> <li><a href="/wiki/Music_of_the_Virgin_Islands" title="Music of the Virgin Islands">VI</a></li> <li><a href="/wiki/Music_of_Vermont" title="Music of Vermont">VT</a></li> <li><a href="/wiki/Music_of_Washington_(state)" title="Music of Washington (state)">WA</a></li> <li><a href="/wiki/Music_of_Wisconsin" title="Music of Wisconsin">WI</a></li> <li><a href="/wiki/Music_of_West_Virginia" title="Music of West Virginia">WV</a></li> <li><a href="/wiki/Music_of_Wyoming" title="Music of Wyoming">WY</a></li></ul></div></div></td> </tr><tr><td class="sidebar-below"> <ul><li><span class="nowrap"><span class="nowrap"><span class="mw-image-border noviewer" typeof="mw:File"><span><img alt="flag" src="//upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/16px-Flag_of_the_United_States.svg.png" decoding="async" width="16" height="8" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/24px-Flag_of_the_United_States.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/a/a4/Flag_of_the_United_States.svg/32px-Flag_of_the_United_States.svg.png 2x" data-file-width="1235" data-file-height="650" /></span></span> </span><a href="/wiki/Portal:United_States" title="Portal:United States">United States portal</a></span></li> <li><span class="nowrap"><span class="nowrap"><span class="noviewer" typeof="mw:File"><span><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/f/ff/GClef.svg/6px-GClef.svg.png" decoding="async" width="6" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/f/ff/GClef.svg/8px-GClef.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/f/ff/GClef.svg/11px-GClef.svg.png 2x" data-file-width="15" data-file-height="41" /></span></span> </span><a href="/wiki/Portal:Music" title="Portal:Music">Music portal</a></span></li></ul></td></tr><tr><td class="sidebar-navbar"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239400231"><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:US_music" title="Template:US music"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:US_music" title="Template talk:US music"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:US_music" title="Special:EditPage/Template:US music"><abbr title="Edit this template">e</abbr></a></li></ul></div></td></tr></tbody></table> <p><b>Music education in the United States</b> is implemented in many schools as a form of modern-day teaching. Music education is a field of study that focuses on the teaching and application of music in the classroom. As this addition to the curriculum progresses, the effects and implications to this course of study are being widely debated, especially the factors pertaining to. Researchers are able to follow its progression from its earliest known application within the field of academics. </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="History">History</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=1" title="Edit section: History"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The earliest systematic music education in the country was centered on the training of singers for Protestant church services, to lead the congregation in <a href="/wiki/Psalm" class="mw-redirect" title="Psalm">psalm</a>-singing. In the 18th century, the first singing schools in the country were founded, and a number of legendary traveling singing masters traveled New England, teaching in barns, schoolhouses and other informal locations; these masters included <a href="/wiki/Francis_Hopkinson" title="Francis Hopkinson">Francis Hopkinson</a> and <a href="/wiki/William_Billings" title="William Billings">William Billings</a>. By the end of the century, more formal singing schools in cities like <a href="/wiki/Savannah,_Georgia" title="Savannah, Georgia">Savannah</a>, <a href="/wiki/Philadelphia" title="Philadelphia">Philadelphia</a> and <a href="/wiki/Boston" title="Boston">Boston</a> became <a href="/w/index.php?title=Social_singing&action=edit&redlink=1" class="new" title="Social singing (page does not exist)">social singing</a> societies. </p><p>Public education in the United States first offered music as part of the curriculum in Boston in the 1830s, and it spread through the help of singing teacher <a href="/wiki/Lowell_Mason" title="Lowell Mason">Lowell Mason</a>, after he successfully advocated it to the Boston School Committee in 1838. The committee ultimately decided to include music as a curricular subject because it was of a moral, physical, and intellectual nature. Music was considered moral because it played such a part in <a href="/wiki/Religion" title="Religion">religion</a>, as well as the fact that it had been documented to produce "happiness, contentment, cheerfulness, and tranquility." It was of a physical nature because singing was exercise for the <a href="/wiki/Lung" title="Lung">lungs</a>. The committee justified music's intellectual nature by stating that it had been studied as a part of the <a href="/wiki/Quadrivium" title="Quadrivium">quadrivium</a> in the Middle Ages, and that it "contributes to memory, comparison, attention, and intellectual faculties."<sup id="cite_ref-Mark_1-0" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> </p><p>Another advocate of music in public education was Swiss educational reformer <a href="/wiki/Johann_Heinrich_Pestalozzi" title="Johann Heinrich Pestalozzi">Johann Heinrich Pestalozzi</a>. Pestalozzi believed that nature was the ultimate and original source of knowledge, therefore his educational theories placed a high value on sensory, kinesthetic, and active learning. He felt students should start with simple concepts in all subjects and move later to more complex ideas. Pestalozzi's method was one of the earliest methods that could be considered "student-centered learning" and his ideas of discipline and a student-teacher rapport based on love and trust were markedly different from the common practice of corporal punishment at the time. The first music educator to use Pestalozzian ideas in teaching music was Hans Negeli, a colleague of Pestalozzi in Switzerland. His Pestalozzian approach to music was brought to the United States, translated, and popularized by <a href="/wiki/William_Channing_Woodbridge" title="William Channing Woodbridge">William Channing Woodbridge</a>, Elam Ives, and Lowell Mason. This approach prized active and sensory learning, taught sounds before signs, separated music into melody, rhythm, and expression, and also moved from the simple to complex within the context of each element. Many of these ideas are found in later established music teaching methods, such as Orff-Schulwerk, Kodály, and, Dalcroze-Eurthymics. </p><p>Music education, primarily vocal, remained most common in women's schools, though many private academies also existed, offering boys and girls instruction in orchestral instruments like the <a href="/wiki/Violin" title="Violin">violin</a>, <a href="/wiki/Viola" title="Viola">viola</a>, <a href="/wiki/Cello" title="Cello">cello</a> and <a href="/wiki/Piano" title="Piano">piano</a>. </p><p>In the mid-19th century, educator <a href="/wiki/Luther_Whiting_Mason" title="Luther Whiting Mason">Luther Whiting Mason</a> established music education in the schools of <a href="/wiki/Cincinnati" title="Cincinnati">Cincinnati</a>, and become a prominent author of textbooks. His <i>National Music Course</i>, first published in 1870, was a widely adopted standard part of many American curricula. Music education continued to expand across the country, and gained in respect as an essential part of educational development. There was a music section in the <a href="/wiki/National_Education_Association" title="National Education Association">National Education Association</a> by the 1890s. </p> <div class="mw-heading mw-heading3"><h3 id="The_scientific_method_and_how_it_affected_music">The scientific method and how it affected music</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=2" title="Edit section: The scientific method and how it affected music"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>After the Civil War, pragmatism and the scientific aspects of sequential skill building, accurate evaluations, examinations, systematic teaching methods, and scientific methods were popular in education. Music educators' responses showed that music could be studied scientifically through the use of different methodologies, systematic textbooks and <a href="/wiki/List_of_Graded_Music_Series" title="List of Graded Music Series">graded music series</a>, and instructional material for teachers. The scientific and more pragmatic goals of education in the nineteenth century had a profound effect on the development of music education in the schools. </p> <div class="mw-heading mw-heading3"><h3 id="Two_methodologies:_rote_vs._note">Two methodologies: rote vs. note</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=3" title="Edit section: Two methodologies: rote vs. note"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <figure class="mw-default-size mw-halign-right" typeof="mw:File/Thumb"><a href="/wiki/File:Lowell_Mason_-_Project_Gutenberg_eText_18444.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/0/06/Lowell_Mason_-_Project_Gutenberg_eText_18444.jpg" decoding="async" width="149" height="259" class="mw-file-element" data-file-width="149" data-file-height="259" /></a><figcaption>Lowell Mason</figcaption></figure> <figure class="mw-default-size mw-halign-right" typeof="mw:File/Thumb"><a href="/wiki/File:Luther_Whiting_Mason.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/2/23/Luther_Whiting_Mason.jpg/220px-Luther_Whiting_Mason.jpg" decoding="async" width="220" height="313" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/2/23/Luther_Whiting_Mason.jpg/330px-Luther_Whiting_Mason.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/2/23/Luther_Whiting_Mason.jpg 2x" data-file-width="422" data-file-height="600" /></a><figcaption>Luther Whiting Mason</figcaption></figure> <p>Two main methodologies used to teach music were the "rote" method and the "note" method. The rote method followed many Pestalozzian ideologies. Songs were taught first and musical ideas were presented later, one at time, carefully and systematically. Singing by rote was the basis for this methodology. Lowell Mason authored what is believed to be the first music series using the rote method. Lowell Mason's <i>The Song Garden</i> from 1864 set the stage for other rote methodologies of the late nineteenth century. Luther Whiting Mason was a prominent rote method name presented in the textbook. Luther Mason was employed in Cincinnati schools but later moved to Boston to be the "superintendent of music in the primary schools".<sup id="cite_ref-Mark_1-1" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 195">: 195 </span></sup> Luther Mason wrote school textbooks using rote methodology. The National Music Course, published by Ginn in 1870, had seven books presented in a sequential approach of using rote songs to teach music reading.<sup id="cite_ref-Mark_1-2" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> (p. 196) Luther Mason included very detailed lesson plans for the classroom teacher, since at the time music was taught by the classroom teacher but overseen by a music specialist. The series was designed for fifteen minutes of music instruction each day given by the classroom teacher and overseen by a music educator once per week. The book series was so popular Luther Mason was invited to apply his methods in Japan and Germany. The rote method was less favored than the "note" method later in the nineteenth century. However, the debate continues today. </p><p>An example of the note method is Joseph Bird's 1861 <i>Vocal Music Reader</i> and Benjamin Jepson's three-book series using "note" methodology. <i>The Elementary Music Reader</i> was published in 1871<sup id="cite_ref-Mark_1-3" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> by the Barnes Company, one year after Luther Mason's <i>The National Music Course</i>. Benjamin Jepson was a military man turned music teacher in New Haven after an injury in the war. His music textbooks had exercises and songs presented systematically for the goal of music reading and sight-singing. Jepson later published two revisions of his series under the names <i>The Standard Music Reader</i> in 1888, and in 1904 <i>The New Standard Music Reader</i>.<sup id="cite_ref-Mark_1-4" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Following in Jepson's footsteps of note methodology were Hosea Edson Holt and John Wheeler Tufts, who wrote <i>The Normal Music Course</i> published in 1883 (twelve years after Jepson's <i>The Elementary Music Reader</i>). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=e30BAAAAYAAJ&q=Hosea+holt">Click here to read the Normal Music Course.</a> This series had five books all geared toward sight-singing and reading music. A few other note methodology textbook were presented to show the seriousness of music reading as a scientific and pragmatic study. These other note methodology books included: <i>The Graded School Singer</i> by Blackman and Whittemore-1873, and the Cincinnati Schools'<i> The Young Singer</i>-1860, <i>The Young Singer's Manual</i>-1866, and the <i>Cincinnati Music Reader</i>-1893.<sup id="cite_ref-Mark_1-5" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 207">: 207 </span></sup> The culmination of the scientific method and note methodology advances was presented in Thomas Tapper's and Frederick Ripley's <i>The National Music Course</i> published in 1895. The book focused on a no-nonsense systematic approach to music literacy to develop beauty in singing. It emphasized the systematic and pragmatic delivery of materials. </p> <figure class="mw-default-size mw-halign-right" typeof="mw:File/Thumb"><a href="/wiki/File:Hayden.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/3/32/Hayden.jpg" decoding="async" width="102" height="118" class="mw-file-element" data-file-width="102" data-file-height="118" /></a><figcaption>Philip C. Hayden</figcaption></figure> <p>Music Education in the United States took a big turn with the creation of the Music Supervisors National Conference. The first meeting of the Music Supervisors Conference was held on April 10–12, 1907 in <a href="/wiki/Keokuk,_Iowa" title="Keokuk, Iowa">Keokuk, Iowa</a>, at Westminster Presbyterian Church. A music educator by the name of <a href="/wiki/Philip_C._Hayden" title="Philip C. Hayden">Philip C. Hayden</a> made the first meeting possible by sending invitations and announcing the meeting in the <i>Music School Monthly</i> of which Hayden was the founder and editor of the publication. The gathering was primarily meant for educators to come observe new teaching techniques in rhythm and observe Hayden's music students. </p><p>During the three-day convention, music demonstrations took place provided by Hayden and his students. Informal discussions on current topics in music education would also take place during the convention. Future conventions and clinics would be based on this model. Throughout the convention, many educators discussed the importance of having a more permanent organization dedicated to music supervisors and teaching techniques. On the last day of the convention, a forum of sixty-nine music supervisors voted to have another convention and became charter-members of an organization that would remain nameless. </p><p>The Music Supervisors National Conference was officially established during the third meeting of the organization in Cincinnati in 1910 with the adoption of the constitution and bylaws. As the role of the music supervisor changed into more of an administrative position, the conference began to focus primarily on the teaching methods provided in the classroom. At the 1934 Chicago meeting, members decided to change the name to <a href="/wiki/MENC:_The_National_Association_for_Music_Education" class="mw-redirect" title="MENC: The National Association for Music Education">Music Educators National Conference</a>. </p><p>Since the inception of Music Supervisors National Conference, the organization has worked diligently in making sure that every student has access to music instruction in the public school system provided by a qualified music teacher. </p><p>Vocal instruction dominated public schooling at all levels. Instrumental education was handled largely through private enterprise, until the early 20th century. Inspired by the band music of <a href="/wiki/Frederick_Innes" title="Frederick Innes">Frederick Innes</a>, <a href="/wiki/John_Philip_Sousa" title="John Philip Sousa">John Philip Sousa</a> and others, many schools offered orchestral instrument bands. This accelerated following World War I, when many soldiers returned with knowledge and interest in the band music they learned as soldiers. </p><p>The first formal school for music educators was founded in 1884, in <a href="/wiki/Potsdam_(town),_New_York" class="mw-redirect" title="Potsdam (town), New York">Potsdam, New York</a>, by <a href="/wiki/Julia_Ettie_Crane" title="Julia Ettie Crane">Julia Ettie Crane</a>, but <a href="/wiki/Oberlin_Conservatory" class="mw-redirect" title="Oberlin Conservatory">Oberlin Conservatory</a> in Ohio in the 1920s became the first school to offer a four-year degree in music education. </p> <div class="mw-heading mw-heading2"><h2 id="Concert_and_marching_bands">Concert and marching bands</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=4" title="Edit section: Concert and marching bands"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="All-female_high_school,_military,_and_performance_bands"><span id="All-female_high_school.2C_military.2C_and_performance_bands"></span>All-female high school, military, and performance bands</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=5" title="Edit section: All-female high school, military, and performance bands"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Bands during the mid to late nineteenth century were an integral part of every community. These bands would march in parades, provide free concerts, supported soldiers, and played for those in hospitals.<sup id="cite_ref-Sullivan_2-0" class="reference"><a href="#cite_note-Sullivan-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> During the golden age of bands which occurred from 1865 to 1917, there were approximately over 10,000 brass bands in existence across the country. The band membership did consist of males, but past photographs indicate that there were also all women bands. The female bands continued their popularity into the twentieth century and influenced the evolution of the high school band from totally male to the integration of female into the programs. High schools often housed the standard male band, but also often included a female band. There were also female bands created to support industry. With the beginning of WW II, female bands expanded into women's military bands. These bands were created to entertain female troops, sell war bonds, and perform at concerts, graduations, dances, parades, and hospitals (2008). The WAC (Woman's Army Corps) bands were used to entertain injured soldiers returning from the war.<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p><p>One Ohio music educator, Joan A. Lamb, provided great contributions to world of military bands. Lamb was a public music teacher until enrolling in the Women's Army Auxiliary Corps later known as WAC. In her basic training, she was asked to become a candidate for officer, but she insisted she had joined to play in the WAC band. She was even sent to a psychiatrist because of her persistence in the effort to become a member of the band. Finally, she located the WAC band director, auditioned for him with her oboe, and was immediately reassigned to the band. Lamb held several music positions within the band which was a first for women. She graduated from Army Music School, directed the 400th WAC Band, started an African American WAC Band, and performed in the Armed Forces Radio Orchestra. After her service in the WACS, she returned to her life as a music teacher, educator, and administrator in Los Angeles public schools where she served for 30 years.<sup id="cite_ref-Sullivan_2-1" class="reference"><a href="#cite_note-Sullivan-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> </p><p>African-American women also wanted to serve in the WAC Band. A 404 WAC Band was created. The WAC branch of the military was the only branch who allowed African American female bands.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> The Coast Guard also created their version of the female band. The SPAR Band played for the troops and performed many of the same activities as the WAC Band. After the war, the SPAR Band was disbanded and the Coast Guard again became all male. After the war, the female SPAR band members became teachers, performers, and parents. There were some female members of the WAC and SPAR military bands who used the G.I Bill to go to college while others continued performing professionally post war.<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> During the war, women's swing bands also became popular replacing the male counterpart serving in the war effort.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> These swing bands were highly successful and were well received by the public longing for a diversion from the war effort. </p><p><a href="/wiki/The_Ingenues" title="The Ingenues">The Ingenues</a> was an <a href="/wiki/All-female_band" title="All-female band">all-female jazz band</a> popular in the late 1920s through the 1930s. This performing band would often appear in vaudeville and variety theaters. <a href="/wiki/Anna_Mae_Winburn" title="Anna Mae Winburn">Anna Mae Winburn</a> was an African American band leader of an all-female jazz band called the <a href="/wiki/International_Sweethearts_of_Rhythm" title="International Sweethearts of Rhythm">International Sweethearts of Rhythm</a>. <a href="/wiki/Frances_Klein" title="Frances Klein">Frances Klein</a> was another famous female instrumentalist of the 30s and 40s who played in Kermit Dart's All-Girl Band, under the direction of Irene Vermillion. </p><p>The women military bands and postwar all-female bands opened the door to more female participation in instrumental music. Through the efforts of these frontier-like women, perspectives changed as to the female purpose and level of reliability. Suddenly, female bands were found to be as entertaining as male bands. Women found a place and purpose in the entertainment world. Women who were thought to only have the ability to be mothers were leaders in the music world. Women's equality began to emerge during this time in history and music was a primary avenue for the movement. These women of the past created an environment which the women of today now enjoy. This environment is one of fairness and the ability to seek success in all career areas. Women of today attend college and may become professionals in the work force. Women like Joan Lamb conquered what had in the past seemed like a forbidden world. </p> <div class="mw-heading mw-heading3"><h3 id="High_school_music_programs_during_World_War_II">High school music programs during World War II</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=6" title="Edit section: High school music programs during World War II"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Students_at_Washington_High_School_at_class,_training_for_specific_contributions_to_the_war_effort,_Los_Angeles,_Calif.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/4/43/Students_at_Washington_High_School_at_class%2C_training_for_specific_contributions_to_the_war_effort%2C_Los_Angeles%2C_Calif.jpg/220px-Students_at_Washington_High_School_at_class%2C_training_for_specific_contributions_to_the_war_effort%2C_Los_Angeles%2C_Calif.jpg" decoding="async" width="220" height="172" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/43/Students_at_Washington_High_School_at_class%2C_training_for_specific_contributions_to_the_war_effort%2C_Los_Angeles%2C_Calif.jpg/330px-Students_at_Washington_High_School_at_class%2C_training_for_specific_contributions_to_the_war_effort%2C_Los_Angeles%2C_Calif.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/43/Students_at_Washington_High_School_at_class%2C_training_for_specific_contributions_to_the_war_effort%2C_Los_Angeles%2C_Calif.jpg/440px-Students_at_Washington_High_School_at_class%2C_training_for_specific_contributions_to_the_war_effort%2C_Los_Angeles%2C_Calif.jpg 2x" data-file-width="8217" data-file-height="6433" /></a><figcaption>Students at Washington High School at class, training for specific contributions to the war effort, Los Angeles, Calif</figcaption></figure><figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Victory_Corps_at_Montgomery_Blair_HS.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Victory_Corps_at_Montgomery_Blair_HS.jpg/220px-Victory_Corps_at_Montgomery_Blair_HS.jpg" decoding="async" width="220" height="137" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Victory_Corps_at_Montgomery_Blair_HS.jpg/330px-Victory_Corps_at_Montgomery_Blair_HS.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Victory_Corps_at_Montgomery_Blair_HS.jpg/440px-Victory_Corps_at_Montgomery_Blair_HS.jpg 2x" data-file-width="601" data-file-height="373" /></a><figcaption>Victory Corps at Montgomery Blair HS</figcaption></figure> <div class="mw-heading mw-heading3"><h3 id="Collegiate_band_service_organizations">Collegiate band service organizations</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=7" title="Edit section: Collegiate band service organizations"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The entrance of the United States into World War I (1917–1918) prompted the Wilson administration to promote a "patriotic mind-set."<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> Community singing of patriotic songs such as "America" and "The Star Spangled Banner" were popular outlets for citizens as a way to promote "...strong community efforts of all kinds"<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> and also assisted immigrants to learn English.<sup id="cite_ref-Mark_1-6" class="reference"><a href="#cite_note-Mark-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> In addition to community singing, concert bands and marching bands were also used to promote patriotism for "maintenance of civilian morale."<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> College and university marching bands were also culturally influential during and after World War I, especially in the Midwest of the United States.<sup id="cite_ref-SMB_10-0" class="reference"><a href="#cite_note-SMB-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> Following the war, members of these collegiate bands were looking for ways to "develop good will, fellowship and understanding...and recognize the value of dedicated leadership."<sup id="cite_ref-KKYWeb_11-0" class="reference"><a href="#cite_note-KKYWeb-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> Two leading band service organizations were established to fit that calling, the <a href="/wiki/Kappa_Kappa_Psi" title="Kappa Kappa Psi">Kappa Kappa Psi</a> fraternity (ΚΚΨ) and the <a href="/wiki/Tau_Beta_Sigma" title="Tau Beta Sigma">Tau Beta Sigma</a> sorority (ΤΒΣ). </p> <figure typeof="mw:File/Thumb"><a href="/wiki/File:1920s_band_on_football_field.jpg" class="mw-file-description"><img alt="The University of Detroit Band at Dinan Field in the 1920s." src="//upload.wikimedia.org/wikipedia/commons/thumb/e/ef/1920s_band_on_football_field.jpg/220px-1920s_band_on_football_field.jpg" decoding="async" width="220" height="158" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/e/ef/1920s_band_on_football_field.jpg/330px-1920s_band_on_football_field.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/e/ef/1920s_band_on_football_field.jpg 2x" data-file-width="375" data-file-height="270" /></a><figcaption>The University of Detroit Band at Dinan Field in the 1920s.</figcaption></figure> <p>Kappa Kappa Psi was the first of those organizations, established on November 27, 1919, at Oklahoma A & M College.<sup id="cite_ref-KKYBook_12-0" class="reference"><a href="#cite_note-KKYBook-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> The strong sense of patriotism during World War I was wearing off in the U.S., and the band members of the university wanted to continue to advocate band music.<sup id="cite_ref-KKYWeb_11-1" class="reference"><a href="#cite_note-KKYWeb-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> Ten collegiate band members were selected including the band leader William A. Scroggs by the director of the ensemble, Bohumil "Boh" Makovsky.<sup id="cite_ref-KKYBook_12-1" class="reference"><a href="#cite_note-KKYBook-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> The fraternity quickly became national with the addition of the <a href="/wiki/University_of_Washington" title="University of Washington">University of Washington</a> and <a href="/wiki/Montana_State_University_%E2%80%93_Bozeman" class="mw-redirect" title="Montana State University – Bozeman">Montana State College</a> in 1920.<sup id="cite_ref-KKYBook_12-2" class="reference"><a href="#cite_note-KKYBook-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> Since 1919, Kappa Kappa Psi members have been advocating, supporting and serving over 200 higher education institutions with around 5,000 active members each year.<sup id="cite_ref-KKYWeb_11-2" class="reference"><a href="#cite_note-KKYWeb-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> Famous fraternal brothers include John Philip Sousa, <a href="/wiki/Karl_King" title="Karl King">Karl King</a>, and <a href="/wiki/William_Revelli" title="William Revelli">William Revelli</a>.<sup id="cite_ref-KKYWeb_11-3" class="reference"><a href="#cite_note-KKYWeb-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> </p><p>There are currently five distinctive purposes for Kappa Kappa Psi today which include: (1) promoting the existence and welfare of secondary school bands and cultivate a respect for their endeavors, (2) honoring outstanding band members through fraternal membership, (3) stimulating campus leadership and respect through positive conduct, (4) fostering a positive bond among collegiate bands and a high level or performance achievement, and (5) providing a positive social experience to all involved in college bands or other musical organizations.<sup id="cite_ref-KKYWeb_11-4" class="reference"><a href="#cite_note-KKYWeb-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> </p><p>Collegiate bands in the 1920s were the domain of young men. Women were rarely involved, if at all.<sup id="cite_ref-TBEBook_13-0" class="reference"><a href="#cite_note-TBEBook-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> However, as the progressive movement of the U.S. was developing, bands became less militaristic and were accepting more women in the 1930s. Even with the progressive movement, some higher education bands held out much longer as a men-only ensemble. <a href="/wiki/Michigan_State_University" title="Michigan State University">Michigan State University</a> did not admit women into the <a href="/wiki/Spartan_Marching_Band" class="mw-redirect" title="Spartan Marching Band">Spartan Marching Band</a> until 1972.<sup id="cite_ref-SMB_10-1" class="reference"><a href="#cite_note-SMB-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p><p>Tau Beta Sigma sorority was established on March 26, 1946,<sup id="cite_ref-TBEWeb_14-0" class="reference"><a href="#cite_note-TBEWeb-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> twenty seven years after Kappa Kappa Psi. The charter institution was <a href="/wiki/Oklahoma_State_University" title="Oklahoma State University">Oklahoma State University</a>, renamed from Oklahoma A & M, after the organization decided it would be easier to start in Oklahoma rather than Texas.<sup id="cite_ref-TBEBook_13-1" class="reference"><a href="#cite_note-TBEBook-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> A major circumstance for creating a band service organization for women was simply due to the fact that more women were now involved with university bands in the United States. <a href="/wiki/Wava_Banes" class="mw-redirect" title="Wava Banes">Wava Banes</a> along with some other women classmates at <a href="/wiki/Texas_Tech_University" title="Texas Tech University">Texas Tech University</a> approached their director, D. O. Wiley about forming a "group of bandswomen"<sup id="cite_ref-TBEWeb_14-1" class="reference"><a href="#cite_note-TBEWeb-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> in 1937. The local organization was formalized as Tau Beta Sigma and structured after the Kappa Kappa Psi fraternity.<sup id="cite_ref-TBEWeb_14-2" class="reference"><a href="#cite_note-TBEWeb-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> </p><p>Tau Beta Sigma petitioned Kappa Kappa Psi to become a chapter under their national fraternity in 1943, however a complete constitution re-write and difficulties associated with the U.S. entrance in World War II led Kappa Kappa Psi to suggest that Tau Beta Sigma form their own organization just as they had done in 1919.<sup id="cite_ref-TBEBook_13-2" class="reference"><a href="#cite_note-TBEBook-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> Due to complications with Texas corporation laws of 1945, <a href="/wiki/A._Frank_Martin" title="A. Frank Martin">A. Frank Martin</a> from Kappa Kappa Psi suggested using a similar women's group at Oklahoma State University (OSU) as the founding chapter for Tau Beta Sigma.<sup id="cite_ref-TBEWeb_14-3" class="reference"><a href="#cite_note-TBEWeb-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> One month after OSU's charter was granted, the women traveled back to Texas to install the founding women of Tau Beta Sigma.<sup id="cite_ref-TBEWeb_14-4" class="reference"><a href="#cite_note-TBEWeb-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> Kappa Kappa Psi was able to convene in 1947 and officially accepted Tau Beta Sigma as their sister sorority.<sup id="cite_ref-TBEBook_13-3" class="reference"><a href="#cite_note-TBEBook-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> </p><p>Both organizations grew in the post-World War II era. Society was still evolving and changing and women's rights became front and center in 1972 with the passage of the <a href="/wiki/Title_IX" title="Title IX">Title IX</a> law.<sup id="cite_ref-MARGARET_15-0" class="reference"><a href="#cite_note-MARGARET-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> This law "requires gender equity for boys and girls in every educational program that receives federal funding."<sup id="cite_ref-Walker_16-0" class="reference"><a href="#cite_note-Walker-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> Since both groups were federally funded, women were allowed to join Kappa Kappa Psi and men were allowed to join Tau Beta Sigma. Kappa Kappa Psi and Tau Beta Sigma are still active today and strive to promote the bands they are associated with as their founders did over a half century ago. </p> <div class="mw-heading mw-heading2"><h2 id="Modern_secondary_education">Modern secondary education</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=8" title="Edit section: Modern secondary education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Music is generally optional in high school in the United States, and may or may not be required in middle or junior high school. Many music programs offer multiple opportunities for instrumentalists including <a href="/wiki/Concert_band" title="Concert band">concert bands</a>, <a href="/wiki/Marching_band" title="Marching band">marching bands</a>, <a href="/wiki/Jazz_band" title="Jazz band">jazz bands</a>, and small ensembles. Other musical opportunities in most middle and high schools are <a href="/wiki/Choir" title="Choir">choir</a> and <a href="/wiki/Theater" class="mw-redirect" title="Theater">theater</a> performance. Some high schools are starting to add <a href="/wiki/Music_theory" title="Music theory">music theory</a> and <a href="/wiki/Conducting" title="Conducting">conducting</a> classes. These classes may be offered for dual credit in the future. </p> <div class="mw-heading mw-heading3"><h3 id="Music_education_reform">Music education reform</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=9" title="Edit section: Music education reform"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 2015 a study was released from 2010 showing that according to the U.S. Department of Education, 40 percent of high schools do not require coursework in the arts for graduation.<sup id="cite_ref-17" class="reference"><a href="#cite_note-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> More than 8,000 public schools in the US are currently without music programs as of 2010. Across the country, 1.3 million elementary school students do not have access to a music class.<sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Music_as_a_core_subject">Music as a core subject</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=10" title="Edit section: Music as a core subject"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="History_2">History</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=11" title="Edit section: History"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>According to the <a href="/wiki/United_States_Department_of_Education" title="United States Department of Education">US Department of Education</a>,<sup id="cite_ref-Title_IX_19-0" class="reference"><a href="#cite_note-Title_IX-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> the core academic subjects studied in schools are currently English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.<sup id="cite_ref-Title_IX_19-1" class="reference"><a href="#cite_note-Title_IX-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> In order to teach a core subject in the United States, one must be a <a href="/wiki/Highly_qualified_teachers" title="Highly qualified teachers">Highly Qualified Teacher (HQT)</a>, meaning they must have a bachelor's degree from a four-year institution, be licensed in the state in which they wish to teach, and be fully competent in their subject area.<sup id="cite_ref-20" class="reference"><a href="#cite_note-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> However, individual competencies vary from state-to-state. Historically, music and fine arts had not been a part of core curriculum in schools in the United States, however, in July 2015, the <a href="/wiki/United_States_Senate" title="United States Senate">United States Senate</a>, passed a bipartisan revision naming music and art core subjects in curriculum under the Every Child Achieves Act.<sup id="cite_ref-NAfME_21-0" class="reference"><a href="#cite_note-NAfME-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> </p><p>The core subjects that were added were "technology, engineering, computer science, music, and physical education."<sup id="cite_ref-22" class="reference"><a href="#cite_note-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup> This was an action against the <a href="/wiki/No_Child_Left_Behind_Act" title="No Child Left Behind Act">No Child Left Behind Act</a>, which many United States Education Advocates felt had narrowed down the subjects incorporated into the core curriculum. The No Child Left Behind Act was initially entitled the <a href="/wiki/Elementary_and_Secondary_Education_Act" title="Elementary and Secondary Education Act">Elementary and Secondary Education Act</a> of 1965, but then was later renamed No Child Left Behind in 2002. The <a href="/wiki/National_Association_for_Music_Education" title="National Association for Music Education">National Association for Music Education</a>, or NAfME, is an "organization of American music educators dedicated to advancing and preserving music education and as part of the core curriculum of schools in the United States." NAfME is an organization founded in 1907 of more than 60,000 people who advocate for the benefits of music and arts education for students at the local, state, and national levels.<sup id="cite_ref-NAfME_21-1" class="reference"><a href="#cite_note-NAfME-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> NAfME published a press release with the bipartisan senate revision and the impact they believe it will have on the United States Core Curriculum. </p> <div class="mw-heading mw-heading3"><h3 id="Implementation">Implementation</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=12" title="Edit section: Implementation"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Music is implemented as an academic subject in schools around the world, in places such as Greece, Germany, Slovenia, Spain,<sup id="cite_ref-23" class="reference"><a href="#cite_note-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup> India, and Africa. This is not a comprehensive, as music is considered a cultural necessity in many countries worldwide. Although NAfME addresses the plan for implementation for music and arts as core subjects at the national level, the fulfillment of this revision of the Every Child Achieves Act varies from state to state. As of 2014, forty-one states currently have an arts education requirement at all levels, but only seventeen of these states have programs with deliberate assessment policies. Twenty-seven of the fifty United States consider the arts a core subject. Georgia and Arkansas have very specific outlines of music, while Alaska, Colorado, Hawaii, Michigan, and D.C. have no arts instruction requirements for any level of schooling.<sup id="cite_ref-24" class="reference"><a href="#cite_note-24"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></a></sup> </p><p>The National Coalition for Core Arts Standards (NCCAS),<sup id="cite_ref-25" class="reference"><a href="#cite_note-25"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></a></sup> has a series of performance assessments entitled Model Cornerstone Assessments, or MCAs, which have been expended in high schools as a pilot program in recent months.<sup id="cite_ref-26" class="reference"><a href="#cite_note-26"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></a></sup> In addition to this, NAfME also has nine National Music Education standards,<sup id="cite_ref-27" class="reference"><a href="#cite_note-27"><span class="cite-bracket">[</span>27<span class="cite-bracket">]</span></a></sup> which include: "singing, alone and with others, a varied repertoire of music; performing on instruments, alone and with others, a varied repertoire of music; improvising melodies, variations, and accompaniments; composing and arranging music within specified guidelines; reading and notating music; listening to, analyzing, and describing music; evaluating music and music performances; understanding relationships between music, the other arts, and disciplines outside the arts; and understanding music in relation to history and culture."<sup id="cite_ref-28" class="reference"><a href="#cite_note-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Impacts_on_childhood_development_and_academic_success">Impacts on childhood development and academic success</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=13" title="Edit section: Impacts on childhood development and academic success"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Many policymakers and initiators for music and the arts as a part of the core curriculum believe that students participating in music and arts programs which hold them to high standards will bring a creative outlook now seemingly required in the workforce.<sup id="cite_ref-29" class="reference"><a href="#cite_note-29"><span class="cite-bracket">[</span>29<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-30" class="reference"><a href="#cite_note-30"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></a></sup> Since music has traditionally been viewed as a subject outside of academia, and music has been incorporated into schools as a secondary subject, or often as an elective, there is limited research on classroom benefits of music as a core subject. Many researchers have explored both the benefits to listening to music passively as well as pursuing music actively, as with learning an instrument. The benefits music in the classroom and its effects on brain development, academic performance, and practical life skills have been observed through research by <a rel="nofollow" class="external text" href="http://files.eric.ed.gov/fulltext/ED442707.pdf">Jenny Nam Yoon</a>. She concluded that the two hemispheres of the brain are stimulated when music is played and how the corpus callosum, the bridge that connects the two hemispheres is larger in musician's brains.<sup id="cite_ref-31" class="reference"><a href="#cite_note-31"><span class="cite-bracket">[</span>31<span class="cite-bracket">]</span></a></sup> </p><p>The effects of strictly listening to music have long been explored and has been given the name the "Mozart Effect", which is known to cause a "small increase in spatial-temporal reasoning".<sup id="cite_ref-32" class="reference"><a href="#cite_note-32"><span class="cite-bracket">[</span>32<span class="cite-bracket">]</span></a></sup> As seen with the Mozart Effect, listening to music has been proven to affect the brain and mood, as well as spatial temporal reasoning, but does not have any long-term benefits.<sup id="cite_ref-33" class="reference"><a href="#cite_note-33"><span class="cite-bracket">[</span>33<span class="cite-bracket">]</span></a></sup> A <a rel="nofollow" class="external text" href="https://moodle.zis.ch/pluginfile.php/21371/mod_resource/content/0/Ch_11_12_13_Experimental_Design/ch13_experiments.pdf">1981 study at Mission Vejo High School</a> proved that music students had a higher GPA than students who did not participate in music (3.59 vs. 2.91). There have been studies done verifying music as an enrichment activity that causes an increase in self-confidence, discipline, and social cohesion, as well as academic benefits.<sup id="cite_ref-34" class="reference"><a href="#cite_note-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> 7 </p> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Brain-anatomy.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/5b/Brain-anatomy.jpg/220px-Brain-anatomy.jpg" decoding="async" width="220" height="130" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/5b/Brain-anatomy.jpg/330px-Brain-anatomy.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/5b/Brain-anatomy.jpg/440px-Brain-anatomy.jpg 2x" data-file-width="513" data-file-height="303" /></a><figcaption>Music most often effects the lower parts of the frontal lobe.</figcaption></figure> <p>Analyzing the interaction between music and the brain helps in understanding how and why music education affects students the way that it does. Music has the ability to engage the entire brain, which is unlike any other method of education.<sup id="cite_ref-:0_35-0" class="reference"><a href="#cite_note-:0-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> Scripp and Gilbert, who have analyzed these effects, also make note of the fact that musical training helps in the development of the brain physically and cognitively. It is also mentioned that the human brain is predisposed to musical development,<sup id="cite_ref-:0_35-1" class="reference"><a href="#cite_note-:0-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> meaning that music is rooted in our auditory, motor, and cognitive functions and plays a large role in the way we as individuals perceive the world around us. Scripp and Gilbert use evidence from ultrasound images of fetal tissue to draw the conclusion that there are "selective responses" to certain songs even before birth. Additionally, musical training seems to affect the brain just as exercise affects the body. For example, someone with musical training will have a more developed sense of auditory processing than someone who is not musically trained. </p> <div class="mw-heading mw-heading3"><h3 id="Critiques">Critiques</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=14" title="Edit section: Critiques"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Although the US Senate has endorsed music as a core subject, many, including Secretary of Education <a href="/wiki/Lamar_Alexander" title="Lamar Alexander">Lamar Alexander</a>, argue music and the arts to be extra-curricular.<sup id="cite_ref-bsomusic.org_36-0" class="reference"><a href="#cite_note-bsomusic.org-36"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></a></sup> Many also believe that among Federal budget cuts, music and the arts would be the first to go because they are not part of our foundation of core curriculum in America.<sup id="cite_ref-bsomusic.org_36-1" class="reference"><a href="#cite_note-bsomusic.org-36"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></a></sup> The benefits of music as a core subject and its impact on the education system through the arithmetic, language, concentration, and other skills involved still have to be assessed before conclusions can be drawn about the concrete, measurable impacts music and the arts have on children in the United States public school system. </p> <div class="mw-heading mw-heading2"><h2 id="Views_on_funding_music_education">Views on funding music education</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=15" title="Edit section: Views on funding music education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The funding of music education has been debated in the United States due to budget cuts to music programs and varying beliefs on learning priorities in public schools.<sup id="cite_ref-Slaton2012_37-0" class="reference"><a href="#cite_note-Slaton2012-37"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></a></sup> </p><p>Proponents of increasing federal funds for music education have argued that music provides children with cognitive and emotional benefits, such as improving spatial and temporal brain functions, which may help them succeed in other school subjects.<sup id="cite_ref-Slaton2012_37-1" class="reference"><a href="#cite_note-Slaton2012-37"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></a></sup> Socially, advocates describe music as something that provokes peace, passion, and reduces stress, which they feel provides multiple benefits to students.<sup id="cite_ref-38" class="reference"><a href="#cite_note-38"><span class="cite-bracket">[</span>38<span class="cite-bracket">]</span></a></sup> Opponents of increasing federal funding believe that music is not important enough to warrant federal financial support, as they view it as a waste of tax dollars.<sup id="cite_ref-Gillespie2013_39-0" class="reference"><a href="#cite_note-Gillespie2013-39"><span class="cite-bracket">[</span>39<span class="cite-bracket">]</span></a></sup> Some assert that music programs distract students from gaining practical skills and takes money away from more useful areas, where funds could be more wisely spent.<sup id="cite_ref-Slaton2012_37-2" class="reference"><a href="#cite_note-Slaton2012-37"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></a></sup> Others argue that the research showing cognitive or academic benefits stemming from music is unproven and needs to be further investigated before reaching a conclusion.<sup id="cite_ref-40" class="reference"><a href="#cite_note-40"><span class="cite-bracket">[</span>40<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Modern_elementary_education">Modern elementary education</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=16" title="Edit section: Modern elementary education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Elementary schools in the United States typically offer music classes several times a week, with classes ranging from thirty to forty-five minutes in length. Beginning in about fourth grade, performance opportunities are often provided in the form of choirs or orchestral (especially wind) bands. There are several developed teaching methods intended for use in elementary schools. The Kodály Method was developed in Hungary by <a href="/wiki/Zolt%C3%A1n_Kod%C3%A1ly" title="Zoltán Kodály">Zoltán Kodály</a>. The Orff-Schulwerk Method was developed by Carl Orff, the German composer who wrote Carmina Burana. The Dalcroze-Eurythmics Method was developed in Switzerland by Emile Jaques-Dalcroze, who was teaching at the Geneva Conservatory at the time. All three methods place an emphasis on activity and learning by doing. The Kodály Method is known best for its use of solfege syllables and corresponding hand signals. The Orff-Schulwerk Method is most famous for its use of varying sizes of xylophones and glockenspiels, known as "Orff instruments." The Dalcroze-Eurythmics Method's most visible characteristic is its use of movement to music, ideally live music. </p><p>In a report by the Organization for Economic Cooperation and Education, OECD, it is explained that the time students typically spend in school during primary and lower secondary levels is 7,751 hours—of which, the schools surveyed for the report spent 11 percent of the time on the arts in elementary schools, and only eight percent of the time on the arts in lower secondary schools. This report also explains that the arts classes combined receive almost the same amount of time as physical education classes do, which is between eight and nine percent for both levels of schooling. ("How") </p><p>The United States Department of Education conducted a survey of 1,201 secondary schools during the 2009–2010 school year. This survey reported that the majority of secondary teachers teaching the different arts classes were specialists in their field (Basmat Parsad).<sup id="cite_ref-41" class="reference"><a href="#cite_note-41"><span class="cite-bracket">[</span>41<span class="cite-bracket">]</span></a></sup> In a secondary investigation, the United States Department of Education concluded that 94 percent of elementary schools offered instruction in music, and 83 percent of schools offered instruction in the visual arts in elementary schools during the same time period. Drama and dance classes were offered to only three and four percent of the elementary schools involved in the study, but more than half of the schools incorporated dance into other subjects (Parsad). Art and music classes were offered to elementary students at least once per week, Parsad explains. </p> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:University_of_Connecticut_logo.svg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/8/8f/University_of_Connecticut_logo.svg/220px-University_of_Connecticut_logo.svg.png" decoding="async" width="220" height="67" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/8/8f/University_of_Connecticut_logo.svg/330px-University_of_Connecticut_logo.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/8/8f/University_of_Connecticut_logo.svg/440px-University_of_Connecticut_logo.svg.png 2x" data-file-width="171" data-file-height="52" /></a><figcaption>The University of Connecticut implements various music programs that include general education as well as more focused studies.</figcaption></figure> <div class="mw-heading mw-heading2"><h2 id="Music_Programs_at_the_Collegiate_Level">Music Programs at the Collegiate Level</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=17" title="Edit section: Music Programs at the Collegiate Level"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>With the success of the implementation of music education across the United States, this method of teaching began to advance into the collegiate level. For example, the University of Connecticut offers intensive programs to prepare students for careers in the field of music.<sup id="cite_ref-:1_42-0" class="reference"><a href="#cite_note-:1-42"><span class="cite-bracket">[</span>42<span class="cite-bracket">]</span></a></sup> Other courses are also offered for students who are interested in obtaining a general education regarding music and its components yet not looking to pursue a career in music, as is implemented in many colleges and universities. </p><p>At the <a href="/wiki/University_of_Connecticut" title="University of Connecticut">University of Connecticut</a> located in Storrs, Connecticut, the university offers a ‘Popular Music and Diversity in American Society’ class which serves as an introductory course to "popular music and diversity in America". This particular course focuses on these objectives by observing the musical implications of genres such as jazz, blues, and hip-hop, and how it relates to racial and class issues.<sup id="cite_ref-:1_42-1" class="reference"><a href="#cite_note-:1-42"><span class="cite-bracket">[</span>42<span class="cite-bracket">]</span></a></sup> Another course entitled "Music Fundamentals and Ear Training" in which students are able to develop skills such as note reading, pitch symbols, rhythm, and other musical concepts. These courses, amongst many others, enable attendees of the university to gain a general music education. </p><p>Ning Xu conducted a study amongst university students in which she tested for competency from multiple dimensions including "moral quality, humanistic quality, mental health, intelligence development and innovation ability<sup id="cite_ref-:2_43-0" class="reference"><a href="#cite_note-:2-43"><span class="cite-bracket">[</span>43<span class="cite-bracket">]</span></a></sup>". Her conclusion for this study supported the hypothesis that music education plays an important, positive role in regards to the competency of university students.<sup id="cite_ref-:2_43-1" class="reference"><a href="#cite_note-:2-43"><span class="cite-bracket">[</span>43<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Introduction_of_technology">Introduction of technology</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=18" title="Edit section: Introduction of technology"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Girl_listening_to_radio.gif" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/5f/Girl_listening_to_radio.gif/220px-Girl_listening_to_radio.gif" decoding="async" width="220" height="323" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/5f/Girl_listening_to_radio.gif/330px-Girl_listening_to_radio.gif 1.5x, //upload.wikimedia.org/wikipedia/commons/5/5f/Girl_listening_to_radio.gif 2x" data-file-width="401" data-file-height="588" /></a><figcaption>Girl listening to radio in late 1930s</figcaption></figure> <p>Throughout the history of music education, many music educators have adopted and implemented technology in the classroom. Alice Keith and D.C. Boyle were said to be the first music educators in the United States to use the radio for teaching music. Keith wrote <i>Listening in on the Masters</i>, which was a broadcast music appreciation course.<sup id="cite_ref-M-Mark_44-0" class="reference"><a href="#cite_note-M-Mark-44"><span class="cite-bracket">[</span>44<span class="cite-bracket">]</span></a></sup> Another advocate who promoted the use of technology was Marguerite V. Hood, who was born on March 14, 1903, in Drayton, <a href="/wiki/North_Dakota" title="North Dakota">North Dakota</a>. Hood graduated high school early, at the age of sixteen. She then attended <a href="/wiki/Jamestown_College" class="mw-redirect" title="Jamestown College">Jamestown College</a>, in Jamestown, North Dakota where she graduated with degrees in romance languages and music, and minors in history and English.<sup id="cite_ref-Cooper_45-0" class="reference"><a href="#cite_note-Cooper-45"><span class="cite-bracket">[</span>45<span class="cite-bracket">]</span></a></sup> </p><p>Hood's professional career led her to <a href="/wiki/Montana" title="Montana">Montana</a> in 1923, where she pursued teaching, writing, and public speaking. In 1930, Hood became Montana's second state music supervisor. During Hood's teaching career, the radio was used as an educational tool. Montana received poor radio reception because of the mountain interference, so Hood created local radio station broadcasts. Hood began the music education radio broadcast project, <i>Montana School of the Air</i>, in 1937. These broadcasts aired weekly on four radio stations.<sup id="cite_ref-Cooper_45-1" class="reference"><a href="#cite_note-Cooper-45"><span class="cite-bracket">[</span>45<span class="cite-bracket">]</span></a></sup> Using the radio for educational broadcasts received positive reviews because it allowed students to be reached all over the United States during the unstable time of the <a href="/wiki/Great_Depression" title="Great Depression">Great Depression</a>. Radios were cost effective and could reach isolated, rural schools.<sup id="cite_ref-Cooper_45-2" class="reference"><a href="#cite_note-Cooper-45"><span class="cite-bracket">[</span>45<span class="cite-bracket">]</span></a></sup> </p><p><a href="/wiki/The_National_Broadcasting_Company" class="mw-redirect" title="The National Broadcasting Company">The National Broadcasting Company</a> (NBC) played a major role in music education. NBC would broadcast musical examples for students enrolled in public school. <a href="/wiki/Walter_Damrosch" title="Walter Damrosch">Walter Damrosch</a> directed the radio program, <i>Music Appreciation Hour</i>. In the course of this broadcast, teachers were able to obtain the musical selections in advance along with student notebooks and teacher instruction manuals.<sup id="cite_ref-M-Mark_44-1" class="reference"><a href="#cite_note-M-Mark-44"><span class="cite-bracket">[</span>44<span class="cite-bracket">]</span></a></sup> Two other popular music broadcast programs were <i>Alice in Orchestralia</i> and the <i>Standard Symphony Hour</i>. These broadcasts were an innovative teaching strategy which promoted and encouraged active listening and music appreciation. Prior to the radio, listening to music was limited to live performances and the skill of the teacher to play music, specifically on the piano.<sup id="cite_ref-Weidenbach_46-0" class="reference"><a href="#cite_note-Weidenbach-46"><span class="cite-bracket">[</span>46<span class="cite-bracket">]</span></a></sup> </p><p>The impact of the <a href="/wiki/Radio" title="Radio">radio</a> in the 1930s can similarly be compared to some of today's technology, such as iPods, compact discs, and computers. Technology has become much more widely available in the classroom since the 1930s. Today, children have access to many musical devices and options that were not available in the 1930s. In essence, technology has been used in music classrooms throughout the United States with the intent to improve the quality of music education for students. </p> <div class="mw-heading mw-heading2"><h2 id="Continued_research_and_development">Continued research and development</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=19" title="Edit section: Continued research and development"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>As the medium of music technology continues to thrive, researchers have found that new developments in Extended Reality (XR) technology (such as <a href="/wiki/Augmented_reality" title="Augmented reality">augmented</a> and <a href="/wiki/Virtual_reality" title="Virtual reality">virtual reality</a>) can have direct implications in translating movement into a recorded piece of music. Thomas Deacon, Nick Bryan-Kinns, Patrick G.T. Healey, and Mathieu Barthet of the <a href="/wiki/Queen_Mary_University_of_London" title="Queen Mary University of London">Queen Mary University of London</a> performed an observational study of collaborative spatial music composition uncovering the practical methods of two experienced music producers to coordinate their understanding of multi-modal and spatial representations of music as part of their workflow. Through their analysis, the team suggested that gesture is used to understand, communicate and form action through a process of shaping sounds in space. This metaphor highlights how aesthetic assessments are collaboratively produced and developed through coordinated spatial activity. The implications establish sensitivity to embodied action in the development of collaborative workspaces for creative, spatial-media production of music.<sup id="cite_ref-47" class="reference"><a href="#cite_note-47"><span class="cite-bracket">[</span>47<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Music_education_and_programs_within_the_United_States&action=edit&section=20" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-Mark-1"><span class="mw-cite-backlink">^ <a href="#cite_ref-Mark_1-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Mark_1-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-Mark_1-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-Mark_1-3"><sup><i><b>d</b></i></sup></a> <a href="#cite_ref-Mark_1-4"><sup><i><b>e</b></i></sup></a> <a href="#cite_ref-Mark_1-5"><sup><i><b>f</b></i></sup></a> <a href="#cite_ref-Mark_1-6"><sup><i><b>g</b></i></sup></a></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFMarkCharles_L._Gary2007" class="citation book cs1">Mark, Michael L.; Charles L. 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"Music for America at War". <i>Music Educators Journal</i>. <b>29</b> (1): 42. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.2307%2F3386342">10.2307/3386342</a>. <a href="/wiki/JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/3386342">3386342</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:144940974">144940974</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Music+Educators+Journal&rft.atitle=Music+for+America+at+War&rft.volume=29&rft.issue=1&rft.pages=42&rft.date=1942&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A144940974%23id-name%3DS2CID&rft_id=https%3A%2F%2Fwww.jstor.org%2Fstable%2F3386342%23id-name%3DJSTOR&rft_id=info%3Adoi%2F10.2307%2F3386342&rft.aulast=Stabley&rft.aufirst=Rhodes+R&rfr_id=info%3Asid%2Fen.wikipedia.org%3AMusic+education+and+programs+within+the+United+States" class="Z3988"></span></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCampbellKlinger2000" class="citation book cs1 cs1-prop-long-vol">Campbell, Patricia Shehan; Klinger (2000). 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