The Status Of Elementary Music Considered Idealistically And As It Actually Exists In Selected Nebraska Schools PDF Download

It is the purpose of this study 1) to analyze publiched criticisms of elementary school music; 2) to evaluate them in terms of authoritative criteria; and 3) to make recommendations in agreement with current educational theory and practice in music education. Music journals and periodicals contributed to the planning of this thesis. An arbitrary period from October 1954 to April 1957 was chosen. Some articles pertaining to the elementary music program were applicable to more than one subject. Two books were used as the major sources of comparative information in the area of elementary music education. The thinking of our foremost music educators was presented and organized in three parts: 1) Criticisms of the Aims and Orientation of the Music Program; 2) Criticisms in Special Areas of the Music Program; 3) Criticisms of the Coordination of the Music Program. The conclusions which have been drawn from this study include 1) present status and trends of music education, and 2) recommendations made in terms of the accepted viewpoint that the music program in the public elementary schools should be in agreement with and contribute to the program of general education. Present status and trends of music education: 1. Education is now becoming a recognized profession. 2. Al well-balanced music program is conducive to a balanced situation during school life. 3. The elementary school music program is too often regarded as preparatory training for high school chorus, band or orchestra. 4. Music education in the elementary school has not kept pace with its possibilities in several ways. 5. The balanced program in music education calls for a more musically-rounded teacher. 6. There is a problem presented by gaps in sequence of music learning at the elementary school level. 7. The music program must be evaluated according to modern trends in education. The following recommendations were made after findings presented in published periodicals were evaluated: 1. The general music program should be considered the foundation of the entire school music program. 2. The music program should be considered as a unified program which provides continuous experiences in all possible phases of music as an expressive art. 3. There is a need to realize the potentialities which music has for integration with other school subjects and activities. 4. A re-definition of the function and purpose of specialized performance groups is indicated. 5. Performance groups should grow out of a broadened general music program. 6. Creative teaching is one of the most vital elements in music education and is all too often ignored. 7. Elementary school classroom teachers need to be better trained to bring musical activities into the classroom as part of the general activities. 8. The teacher-training programs in colleges and iniversities should actively work toward curricular changes in the music program of the public schools. 9. The duties and function of the music supervisor need to be clarified and should be modified to include a variety of techniques and methods. 10. A closer cooperation between all those professionally employed in music and school administrators, curriculum directors, school boards, parents and members of community organizations must be effected.