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Influential Women in the History of American Music Education

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Influential Women in the History of American Music Education INFLUENTIAL WOMEN IN THE HISTORY OF AMERICAN MUSIC EDUCATION By Christina Genae Mathis Liberty University A MASTER’S THESIS PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN MUSIC EDUCATION Liberty University August, 2019 INFLUENTIAL WOMEN IN THE HISTORY OF AMERICAN MUSIC EDUCATION by Christina Genae Mathis A Thesis Presented in Partial FulfillMent Of the RequireMents for the Degree Master of Arts in Music Education Liberty University, Lynchburg, VA August, 2019 APPROVED BY: Rebecca Watson, D.M.A., ComMittee Advisor Monica Taylor, Ph.D., ComMittee Reader Vernon M. Whaley, PhD. Dean of the School of Music DEDICATION To my daughters, Cassia Linda and Calista Anne: Thank you for being My biggest supporters through all my acadeMic endeavors. I love you to the moon and back and more than all the stars. The world needs what you have to offer. May you always use your gifts to touch lives and create beauty wherever life takes you. ABSTRACT Early AMerican music education is rooted not only in the work of Lowell Mason and other male Music education pioneers, but also in the lives of a number of wOMen whose work in the field was largely unnoticed until the twentieth century and the evolution of wOMen’s rights in AMerica. This project researched the lives and contributions of five of these wOMen: Frances Elliott Clark, one of the first educators to take advantage of the technology available at the tiMe, who incorporated the use of phonographs in the music classroom; Julia Ettie Crane, whose legacy lives on through the Crane School of Music in PotsdaM, New York; Mabelle Glenn, who was sought after as a music supervisor by a number of States and led the way in deMonstrating the character and tenacity required to generate monumental change; Marguerite Hood, who continued Clark’s use of technology and carried it even further with the use of the radio in music classrooms; and Mary E. Hoffman, who deMonstrated how to transition from teaching junior high and high school to teaching college while maintaining a foothold with potential future students. Other topics include a brief history of wOMen in music, wOMen in education, the evolution of AMerican society’s attitudes towards working wOMen, and sOMe of the sacrifices these wOMen made so that Modern feMale educators have the abundance of opportunities available to theM. Keywords: AMerican Music Education, WOMen in Music Education, History of AMerican Music Education ii CONTENTS Dedication ............................................................................................................................. i Abstract ................................................................................................................................ ii Contents .............................................................................................................................. iii Chapter One: Introduction ................................................................................................... 1 Background .............................................................................................................. 1 A Brief History of Music Education in AMerica ..................................................... 1 StateMent of ProbleM .............................................................................................. 4 StateMent of Purpose ............................................................................................... 7 Significance of the Study ......................................................................................... 7 Research Questions and Sub Questions ................................................................ 10 Hypothesis ............................................................................................................. 11 Definition of Terms ............................................................................................... 12 Abbreviations ........................................................................................................ 13 Chapter Two: Literature Review ....................................................................................... 14 Benefits of Music Education ................................................................................. 15 General History of AMerican Music Education .................................................... 16 WOMen’s InvolveMent in Education ............................................... 16 WOMen’s InvolveMent in Music Education .................................... 17 Fighting for the Right to Teach ...................................................... 17 The Importance of Inclusion ........................................................... 19 Frances Elliott Clark ............................................................................................ 22 Julia Ettie Crane .................................................................................................. 23 Mabelle Glenn ..................................................................................................... 23 Marguerite Hood ................................................................................................. 24 Mary E. Hoffman ................................................................................................. 25 NAfME and the WOMen Who Served as President ............................................. 25 Chapter Three: Methodology ............................................................................................ 26 Chapter Four: Research Findings ...................................................................................... 29 Opportunities for WOMen in All Areas of Education ............................................ 29 WOMen Involved in the Growth of Music Education ........................................... 30 Professional Support for WOMen in Music Education: MENC/NAfME ............. 34 WOMen Who Have Served as Presidents of MENC/NAfME .............................. 35 Lilla Pitts ........................................................................................ 36 Frances Andrews ............................................................................ 37 Dorothy A. Straub .......................................................................... 38 Carolynn LindeMan ........................................................................ 40 June Hinckley ................................................................................. 42 Lynn Brinckmeyer .......................................................................... 44 iii Barbara Greer ................................................................................. 45 Nancy DitMer ................................................................................. 46 Denese Odegaard ............................................................................ 48 Kathleen Sanze ............................................................................... 50 Mackie Spradley ............................................................................. 52 Progress for WOMen in AMerican Music Education ............................................. 53 Frances Elliott Clark ...................................................................... 54 Julia Ettie Crane ............................................................................ 62 Mabelle Glenn ............................................................................... 69 Marguerite Hood ........................................................................... 77 Mary E. Hoffman ........................................................................... 83 Chapter Five: Conclusions and RecOMMendations ........................................................... 87 SumMary of the Study ........................................................................................... 87 SumMary of Purpose ............................................................................................. 87 SumMary of Procedure .......................................................................................... 87 SumMary of Findings and Prior Research ............................................................. 88 LiMitations ............................................................................................................. 89 RecOMMendations for Future Study ...................................................................... 89 Implications for Practice ........................................................................................ 89 Bibliography ...................................................................................................................... 91 Appendix A: Career Options for WOMen in Colonial and Antebellum AMerica ............. 97 Appendix B: Quotes by Frances Elliott Clark ................................................................... 98 Appendix C: Major Publication by Frances Elliott Clark ............................................... 100 Appendix D: Pedagogical Publications by Frances Elliott Clark .................................... 101 Appendix E: Pictures of Frances Elliott Clark ................................................................ 102 Appendix F: Quotes by Julia Ettie Crane ........................................................................ 104 Appendix G: Major Publications by Julia Ettie Crane .................................................... 105 Appendix H: Pedagogical Publications by Julia Ettie Crane .........................................
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