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The Place of Music in Education The place of music in education Item Type text; Thesis-Reproduction (electronic) Authors Colwell, Robert Eugene, 1910- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 00:43:19 Link to Item http://hdl.handle.net/10150/553551 THE PLACE OF MUSIC IN EDUCATION by Robert E. Colwell A Thesis submitted to the;faculty of the Department5 pf-Educ at ion in partial fulfillment of ' : ■ y; ^ ■: / the r of Masterof Arts in the graduate College University of Arizona 1 9 4 1 Approved: i s/ jf fl a a *1 6 £ 979/ /-K t a b l e o f c o n t e n t s Chapter Page I. THE PROBLEM................................. 1 Purpose of the Study .... Statement of the Problem Definition and limitation Sources of D a t a ..... II. THE BACKGROUND OF MUSIC ... Prehistoric i^gypt.... Assyria ... Hebrews ••• W 01 WCl -O tOtOMH Chinese........................ 10 H i n d u ...................................... 11 G r e e k ......... 12 Rome ....................................... 16 Church ..................................... 17 Folk Music ................................. 19 Art ........................................ 21 Summary.................................... 21 III. MUSIC IN PRESENT DAY AMERICA................. 23 Introduction ............................... 23 Music and Character Development ............ 23 Need for Character Education......... 24 Relation of Music and Education ...... 25 "Bill” ................................ 26 "Joen ................................. 27 "Frank" ................ 28 "Alice ............................... 28 Music for Leisure ...................... 29 Music as a Hobby ..................... 30 Better Appreciation of Music for Leisure ....... 31 Federal Government Subsidisation ..... 32 Effect of Music in the Home ............... 33 Music in the Home .................... 34 v Cooperation with the School ......... 34 Effect of Music ...................... 35 i 1 4 3 8 3 3 Chapter Page Comparison of Americoa and European Parents .................. .......... Ultimate A i m ..................... Relation of Music to Citizenship .......... Cooperation ............... ............ Fair Play ............................. National L i f e .... .................. Understanding of Foreign People ...... Music and Industry .................... Manufacturing of Instruments .......... Symphonies ................... ....... Opera ........................ Colleges and Conservatories ........... Public Schools.... ................... Guilds and Federations ................ Artists ............... ................ Radio ................. ............... Vocational Aspect ......... Music and Health ........................... Physical Hygiene.......... ........... Mental Hygiene........ ................ Music and Fundamental Subjects ....... ..... Integration ........................... Social Science....................... Literature ........................... Health and Physical Education........ Arithmetic ............................ Summary ............. ...................... IV. THE RELATION OF MUSIC AND EDUCATION .......... Development of public School M u s i c .... Music and the Church .................. Singing School ........................ Introduction of Public school Music ... Early Experimental Period ............ 1860-1900 ... ..... .................. Present Day S t a t u s ..... .......... Phases, of Public School M u s i c ............. Sihging ................... ........... Listening ............................. Instrumental Music ................... SSSSSPSSSSS S Technical Study ..................... 65 Summary ........................ ............ 66 11 Chapter Page V. CONCLUSIONS AND RECOMMENDATIONS.............. 67 Reaim* ...................................... 67 Alma and Objeetlvee,.... .................... 67 Neoeeslty for Planning.................. 67 Music Compared with Other Subjects .... 68 Necessity for Cataloguing ............. 68 Presentation of Aims ................... 69 A Program for Music Education .............. 71a Primary Grades — I, II, III . 71a Intermediate Grades — IV, V, VI ..... 78 Junior High School Grades ill, Vlii, IX ..... ................... 73 Music Activities ....................... U* . 74 Individual Differences ...................... 84 New Concept 84 Wide Variation.................. 84 Testing ...........___ _.................... 88 Need for Testing ....................... 85 Advantages of Testing ...............;. 88 Equalization of Opportunity ........... .. .. 87 Leadership of the Cities .............. 87 Retardation of the Rural schools..... 87 future Outlook .......... 87 Music Festival ......................... 88 Value of the Festival ............ 88 New Interpretation..................... 86 Summary .................................... 89 Curtailment of Public School Music .... 89 Recent Trend.................... SO The Place of Music in Education....... 90 BIBLIOGRAPHY ..................................... 98 ill CHAPTER I THE PROBLEM Purpose of the Study The justification of any subject of study in public education depends upon its value to society as a whole. This premise has been responsible for the various objec­ tives which tend to safe-guard our expanding curricula. These objectives stress outcomes end results rather than - .. - . learning for the sake of learning. The great duty of pub­ lic school education is the coneideration of the individual pupil and his needs and the extent to which society will be benefited by hie education. Much criticism, especially in rural areas, has been offered against the inclusion of music as a required course in the public schools, mainly through prejudice and mis­ information. The purpose of this study is to show the de­ sirability and the general usefulness of music in relation to actual life-situations, and to deduce from these facts the place of music in education. Statement of the Problem: The problem to be attacked in this study is to deter­ mine whether or not music has sufficient educational value to warrant a place as a required course in the public 2 eokools. Definition and Limitation "Music” in this study includes singing, instrumental playing, appreciation, creation, and technical study. In this study the field is limited to the elementary school and the junior high school. ■ v ■ / Sources. of Data... v\. v. - .. - - In attempting to solve the problem, use has been made of data from educational books, current periodicals, booh# of history, U.S. Office of Education bulletins, actual plans at work in schools, and personal observation. CHAPTER II THE BACKGROUND OP MUSIS Since the early dawn of mankind some form of musical expression has been practiced. The art of music is old, but that does not necessarily qualify it as a need in our present complex life in America. Nevertheless, an inspec­ tion of the relationship of music to human needs of the past should serve as a foundation for an evaluation of the place of musie today, because basically the emotional equipment of all mankind is essentially the same. Prehistoric The history of the origin of music is one of specula­ tion. It is supported by archeological sources and the ex­ amination of the music habits of tribes of contemporary men, who have common attributes which the primitive men must also have possessed. It is conceded that music in a very crude form dates baek to the earliest man. Music developed as a necessity and grew out of life situations. The early people did not understand natural happenings such as thunder, rain, the sun, lightning, death, and the hunt, and the long list of things we fully understand today. They believed Shat all natural things had good and bad gods in them. In order to 4 please these gods they danced, sang, and acted the things they wanted to happen* The early attempts at singing were nothing more than grunts and yells, as undoubtedly the men of those far-off days must have sung oven before they had a language, in these cries of joy, sorrow, pain, rage, fear, or revenge, we find another very Important reason for the growth of amsie. These exclamations, however barbaric and rough, 2 were man's first attempt to express hia feeling. Man de­ veloped a musical language for the same purpose that he de- veloped a spoken language— in order to express his feelings . - 3 and hie wants. The mueio of primitive peoples is aptly illustrated in our own country in the songs of the southern Negroes, and of the Indians. The emotional power of mueio among both Negroes and Indians is immense; and one of its important functions is in connection with social institutions; reli­ gious ceremonies, war dances, serenades, feasts, healing, and others. If we were to study in detail the music of many savage tribes of different periods from prehistoric times to the uncivilised people living today we should find certain points in common. They all have festival songs, songs for 1. Bauer, M. and Peyser, E. How Music Grow, p."%% 2. Ibid., p. 5. 3. Hits, Lulu. Musical Integration in the Junior High School, p. 37: 1 religious ceremonials, for games, work songs, war songs, hunting songs, and love songs. In fact it is a beautiful habit for primitive people to put into song everything they wish to remember, with them music has not been a frill or a luxury, but
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