Music education - Knowledge

421:(1882–1967) was a prominent Hungarian music educator, philosopher, and composer who highlighted the benefits of sensory perception, physical instruction, and response to music. In reality it is not an educational method, it is an innovative system of literacy and musical training, which proposes that music begins from an early age, such as the development of the mother tongue, where music is an educational tool for social transformation, in addition , proposes that every human being has access to music through the use of the senses, their voice and their corporal expression; His teachings are within a creative and fun educational framework built on a solid understanding of auditory, intuitive, physical, auditory, and visual sensory perception, thereby laying the foundations for listening, musical expression, reading, writing, and musical theory. This occurs in several stages through songs that give rhythmic, melodic, harmonic patterns and all musical elements, in aural, oral, verbal, auditory and visual recognition, reading, writing, creativity and theoretical understanding. Kodály's main goal was to instill in his students a lifelong love of music and he felt it was the duty of the child's school to provide this vital element of education. Some of the characteristic teaching tools of Kodály are the use of hand signs or solfa, rhythmic syllables (stick notation) and mobile C (verbalization). The most important thing is that the methodology belongs to everyone, so music is available to everyone. Most countries have used their own folk or community music traditions to build their own instructional sequence, but in the United States the Hungarian sequence is primarily used. The work of Denise Bacon, Katinka S. Daniel, John Feierabend, Jean Sinor, Jill Trinka, and others brought Kodaly's ideas to the forefront of music education in America. 786:

intervention paired alongside regular classroom activities, research shows that students involved with the music curriculum show increases in reading comprehension, word knowledge, vocabulary recall, and word decoding. According to the National Association for Music Education, in a study done in 2012, those who participated in musical activities scored higher on the SAT. These students scored an average of 31 points higher in reading and writing, and 23 points higher in math. When a student is singing a melody with text, they are using multiple areas of their brain to multitask. Music affects language development, increases IQ, spatial-temporal skills, and improves test scores. Music education has also shown to improve the skills of dyslexic children in similar areas as mentioned earlier by focusing on visual auditory and fine motor skills as strategies to combat their disability. Since research in this area is sparse, we cannot convincingly conclude these findings to be true, however the results from research done do show a positive impact on both students with learning difficulties and those who are not diagnosed. Further research will need to be done, but the positive engaging way of bringing music into the classroom cannot be forgotten, and the students generally show a positive reaction to this form of instruction.

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known that the learning of indigenous music actually has a philosophy and teaching procedure that is different from western “formal” training. It involves the whole community because indigenous songs are about the history of its people. After the colonization of Africa, music became more centered on Christian beliefs and European folk songs, rather than the more improvised and fluid indigenous music. Before the major changes education went through from 1994 to 2004, during the first decade of the democratic government, teachers were trained as classroom teachers and told that they would have to incorporate music into other subject areas. The few colleges with teaching programs that included instrumental programs held a greater emphasis on music theory, history of western music, western music notation, and less on making music. Up until 1999, most college syllabi did not include training in indigenous South African Music.

544:, Gordon's term for hearing music in the mind with understanding and comprehension when the sound is not physically present. The sequence of instructions is discrimination learning and inference learning. Discrimination Learning, the ability to determine whether two elements are the same or not the same using aural/oral, verbal association, partial synthesis, symbolic association, and composite synthesis. With inference learning, students take an active role in their own education and learn to identify, create, and improvise unfamiliar patterns. The skills and content sequences within the audiation theory help music teachers establish sequential curricular objectives in accord with their own teaching styles and beliefs. There also is a learning theory for newborns and young children in which the types and stages of preparatory audiation are outlined. 944: 1650:, translated means “teaching with the mallet” describes the master-apprentice approach that is used most often when teaching the music. The teacher demonstrates long passages of music at a time, without stopping to have the student demonstrate comprehension of the passage, as in a western music pedagogy. A teacher and student will frequently sit on opposite sides of a drum or mallet instrument, so that both can play it. This provides the teacher an easy way to demonstrate, and the student can study and mimic the teacher's actions. The teacher trains the kendang player, who is the leader of the ensemble. The teacher works one on one with them and repeats the parts as many times as necessary until the piece is rhythmically and stylistically accurate. The Kendang player is sometimes relied on to transmit the music to their fellow gamelan members. 4782: 721: 47: 396:. Sometimes referred to as "rhythmic gymnastics," eurhythmics teaches concepts of rhythm, structure, and musical expression using movement, and is the concept for which Dalcroze is best known. It focuses on allowing the student to gain physical awareness and experience of music through training that engages all of the senses, particularly kinesthetic. According to the Dalcroze method, music is the fundamental language of the human brain and therefore deeply connected to who we are. American proponents of the Dalcroze method include Ruth Alperson, Ann Farber, Herb Henke, Virginia Mead, Lisa Parker, Martha Sanchez, and Julia Schnebly-Black. Many active teachers of the Dalcroze method were trained by Dr. Hilda Schuster who was one of the students of Dalcroze. 1089:

form of music as an expression of social revolution. Throughout Latin America, young indigenous artists are now using hip hop as a way to express their struggle against poverty and injustice. The new music coming out of Latin America all shows influences that go back to ancient Indigenous traditions. Uchpa and Alborada are two successful Peruvian bands who have celebrated their indigenous roots. From Chile, Jaas Newen's song "Inche Kay Che" calls for the defense of traditional Indigenous culture. The song "Koangagu" by Brazilian group Brô MC’s examines how Indigenous and modern Brazilian cultures can come together in music. "Presente y Combativo" by Parce MC, Mugre Sur, Sapín celebrates the life of a Bolivian rapper who was murdered in 2009.

436: 909:" values and aims through slogans and misleading data, energy being better focused into engaging potential supporters in active music-making and musical-affective experiences, these actions recognizing that music and music-making are inherent to human culture and behavior, distinguishing humans from other species. The focus is also on advocacy of music education as important, despite disparities in income and social status. Woodrow Wilson said "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks." 1072:, believe music to be an important subject and are working on expanding their programs. In Puerto Rico, there is no official music education policy governing early childhood music instruction. Outside of school, many communities form their own musical groups and organizations their performances being very popular with the local audiences. There are a few well-known Latin American choral groups, such as "El Coro de Madrigalistas" from Mexico. This famous choral group tours around Mexico, showing students around the country what a professional choral ensemble sounds like. There is also evidence of the positive impact of participation in youth orchestras and academic achievement and resilience in 1027: 183: 717:'s "Changing Education Through the Arts" program. CETA defines arts integration as finding a natural connection(s) between one or more art forms (dance, drama/theater, music, visual arts, storytelling, puppetry, and/or creative writing) and one or more other curricular areas (science, social studies, English language arts, mathematics, and others) in order to teach and assess objectives in both the art form and the other subject area. This allows a simultaneous focus on creating, performing, and/or responding to the arts while still addressing content in other subject areas. 699: 749:, such as William Earhart, former president of the Music Educators National Conference, who claimed that "Music enhances knowledge in the areas of mathematics, science, geography, history, foreign language, physical education, and vocational training." Researchers at the University of Wisconsin suggested that students with piano or keyboard experience performed 34% higher on tests that measure spatial-temporal lobe activity, which is the part of the brain that is used when doing mathematics, science, and engineering. A long-term study over twelve years at the 598: 574:. The program begins by immersing students in the musical literature of their own culture, in this case American. Music is seen as separate from, and more fundamental than, notation. In twelve learning stages, students move from hearing and singing music to decoding and then creating music using spoken syllables and then standard written notation. Rather than implementing the Kodály method directly, this method follows Kodály's original instructions and builds on America's own folk songs instead of on Hungarian folk songs. 729:

different elements like metaphors, characters and setting. Music teaches repetition which in turn benefits mathematical skills. For learning mathematics, the components of music are very helpful, simplifying concepts such as fractions and ratios. This is because of the way music works. Music also involves frequency and sound waves which are beneficial to understanding concepts in science. Understanding the different pitches in words and patterns in structure coincide with the way music structure is understood and read.

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and well into the 20th century.""Traditional accounts of the history of music education have often neglected the contributions of women, because these texts have emphasized bands and the top leaders in hierarchical music organizations." When looking beyond these bandleaders and top leaders, women had many music education roles in the "...home, community, churches, public schools, and teacher-training institutions" and "...as writers, patrons, and through their volunteer work in organizations."

1146:. This handbook gradually became used by many singing school teachers. From 1837 to 1838, the Boston School Committee allowed Lowell Mason to teach music in the Hawes School as a demonstration. This is regarded as the first time music education was introduced to public schools in the United States. In 1838 the Boston School Committee approved the inclusion of music in the curriculum and Lowell Mason became the first recognized supervisor of elementary music. In later years 838:, later studies either failed to replicate the results, suggested no effect on IQ or spatial ability, or suggested the music of Mozart could be substituted for any music children enjoy in a term called "enjoyment arousal." Another study suggested that even if listening to Mozart may temporarily enhance a student's spatial-temporal abilities, learning to play an instrument is much more likely to improve student performance and achievement. Educators similarly criticized the 490: 10209: 9217: 7468: 629:

imparting factual knowledge, this method centers around the student, who learns through investigation, experimentation, and discovery. The teacher gives a group of students a specific problem to solve together and allows freedom to create, perform, improvise, conduct, research, and investigate different facets of music in a spiral curriculum. MMCP is viewed as the forerunner to projects in creative music composition and improvisation activities in schools.

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centered around creating the same environment for learning music that a person has for learning their native language. This 'ideal' environment includes love, high-quality examples, praise, rote training and repetition, and a time-table set by the student's developmental readiness for learning a particular technique. While the Suzuki Method is quite popular internationally, within Japan its influence is less significant than the Yamaha Method, founded by

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that aims to identify, critique, and change taken-for-granted patterns of professional activity, polemical approaches to method and philosophy, and educational politics and public pressures that threaten effective practice and critical communication in music education." With a new focus on social aspects of music education, scholars have analyzed critical aspects such as music and race, gender, class, institutional belonging, and sustainability.

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kind of band program." A 2011 study conducted by Kathleen M. Kerstetter for the Journal of Band Research found that increased non-musical graduation requirements, block scheduling, increased number of non-traditional programs such as magnet schools, and the testing emphases created by the No Child Left Behind Act are only some of the concerns facing music educators. Both teachers and students are under increased time restrictions"

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view the distinctions between the musical preferences of English and Japanese speakers, providing both groups of people with the same series of tones and rhythms. The same type of study was done for English and French speakers. Both studies suggested that the language spoken by the listener determined which groupings of tones and rhythms were more appealing, based on the inflections and natural rhythm groupings of their language.

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to understand a culture as opposed to merely learning about it. If music classrooms discuss the musical qualities and incorporate styles from other cultures, such as the Brazilian roots of the Bossa Nova, the Afro-Cuban clave, and African drumming, it will expose students to new sounds and teach them how to compare their cultures’ music to the different music and start to make them more comfortable with exploring sounds.

373: 10219: 158:. Conversational Solfège immerses students in the musical literature of their own culture, in this case American. The Carabo-Cone Method involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard. The concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch. The 5300: 117:. Cultures from around the world have different approaches to music education, largely due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, and they also show that musical preference is related to the language spoken by the listener and the other sounds they are exposed to within their own culture. 7455: 10197: 2063: 7441: 1643:. Gamelan music is an integral part of the Javanese culture: it is a part of religious ceremonies, weddings, funerals, palace activities, national holidays, and local community gatherings. In recent years, there has been an increasing market for gamelan associated tourism: several companies arrange visits for tourists wishing to participate in and learn gamelan. 1393: 558:

McCullough-Brabson, and Mary Shamrock) to design and deliver curricular models to music teachers of various levels and specializations. The pedagogy advocates the use of human resources, i.e., "culture-bearers," as well as deep and continued listening to archived resources such as those of Smithsonian Folkways Recordings.

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opinion has resulted in the development of a variety of approaches commonly called "music advocacy". Music advocacy comes in many forms, some of which are based upon legitimate scholarly arguments and scientific findings, while other examples controversially rely on emotion, anecdotes, or unconvincing data.

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From the time that Africa was colonized up to 1994, indigenous music and arts being taught in schools was a rare occurrence. The African National Congress (ANC) attempted to repair the neglect of indigenous knowledge and the overwhelming emphasis on written musical literacy in schools. It is not well

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Music education can improve academic results in children. In Colombia, the Medellin Music School network has been in operation for over two decades. It has been demonstrated that students involved in this music program have better academic achievement and are less inclined to participate in violence.

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considered the first Cuban native-born art music composer developed Santiago de Cuba into a center of music excellence in the country. Salinas’ influence in the development of Cuban music includes a collection of over 100 music compositions that established him as the initiator of the Cuban art music

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The music, languages, and sounds we are exposed to within our own cultures determine our tastes in music and affect the way we perceive the music of other cultures. Many studies have shown distinct differences in the preferences and abilities of musicians from around the world. One study attempted to

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An experiment by Wanda T. Wallace setting text to melody suggested that some music may aid in text recall. She created a three verse song with a non-repetitive melody; each verse with different music. A second experiment created a three verse song with a repetitive melody; each verse had exactly the

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This early-childhood approach, sometimes referred to as the sensory-motor approach to music, was developed by the violinist Madeleine Carabo-Cone. This approach involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard. The

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of its students. The movement rests on the double premise that "all children can be well educated" in music, and that learning to play music at a high level also involves learning certain character traits or virtues which make a person's soul more beautiful. The primary method for achieving this is

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can lead to university employment. These degrees are awarded upon completion of music theory, music history, technique classes, private instruction with a specific instrument, ensemble participation, and in-depth observations of experienced educators. Music education departments in North American and

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to transmit musical knowledge. Although European art music became popularized in schools throughout much of the world during the twentieth century (East Asia, Latin America, Oceania, Africa), India remains one of the few highly populated nations in which non-European indigenous music traditions have

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After 1990, however, leadership roles for women in the organization opened up. From 1990 to 2010, there were five female Presidents of this organization. Women music educators "outnumber men two-to-one" in teaching general music, choir, private lessons, and keyboard instruction . More men tend to be

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Fine motor skills, social behaviors, and emotional well-being can also be increased through music and music education. The learning of an instrument increases fine motor skills in students with physical disabilities. Emotional well being can be increased as students find meaning in songs and connect

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was a prominent German composer. Orff Schulwerk is considered an "approach" to music education. It begins with a student's innate abilities to engage in rudimentary forms of music, using basic rhythms and melodies. Orff considers the whole body a percussive instrument and students are led to develop

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In African cultures, music is seen as a community experience and is used for social and religious occasions. As soon as children show some sign of being able to handle music or a musical instrument they are allowed to participate with the adults of the community in musical events. Traditional songs

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In the late 20th and early 21st centuries, social aspects of teaching and learning music came to the fore. This emerged as praxial music education, critical theory, and feminist theory. Of importance are the colloquia and journals of the MayDay Group, "an international think tank of music educators

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Growing out of the awareness of the increasing diversity of the American School population, the three-day Symposium for music teachers was co-sponsored by MENC, the Society for Ethnomusicology, and the Smithsonian Institution, in order to provide models, materials, and methods for teaching music of

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While each culture has its own musical qualities and appeals, incorporating cross-cultural curricula in our music classrooms can help teach students how to better perceive music from other cultures. Studies show that learning to sing folk songs or popular music of other cultures is an effective way

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In some communities – and even entire national education systems – music is provided little support as an academic subject area, and music teachers feel that they must actively seek greater public endorsement for music education as a legitimate subject of study. This perceived need to change public

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In contrast to previous experimental studies, a meta-analysis published in 2020 found a lack of evidence to support the claim that musical training positively impacts children’s cognitive skills and academic achievements, with the authors concluding that "researchers’ optimism about the benefits of

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Citing studies that support music education's involvement in intellectual development and academic achievement, the United States Congress passed a resolution declaring that: "Music education enhances intellectual development and enriches the academic environment for children of all ages; and Music

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Music began to spread as a curricular subject into other school districts. Soon after music expanded to all grade levels and the teaching of music reading was improved until the music curriculum grew to include several activities in addition to music reading. By the end of 1864 public school music

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teachers, because this was deemed to be a "private sphere". Women also taught music privately, in girl's schools, Sunday schools, and they trained musicians in school music programs. By the turn of the 20th century, women began to be employed as music supervisors in elementary schools, teachers in

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lacked the innate creativity to compose good music" due to "biological predisposition", later, it was accepted that women would have a role in music education, and they became involved in this field "...to such a degree that women dominated music education during the later half of the 19th century

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Music in education is a way of incorporating music in teaching a subject. Music can be useful in education because, to play music it utilizes critical thinking and problem solving skills.Depending on the subject, it offers a new way of learning information. For example, in literacy, it can explain

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Achievement standards are curricular statements used to guide educators in determining objectives for their teaching. Use of standards became a common practice in many nations during the 20th century. For much of its existence, the curriculum for music education in the United States was determined

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The study of western art music is increasingly common in music education outside of North America and Europe, including Asian nations such as South Korea, Japan, and China. At the same time, Western universities and colleges are widening their curriculum to include music of outside the Western art

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Beyond traditional choral music, young Latin American artists are now using hip-hop as a way to promote the revitalization of indigenous languages and celebrate traditions that originated before the Spanish Conquest. Hip-hop in Latin America now acts as a voice of the oppressed, establishing this

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Another study had Europeans and Africans try to tap along with certain rhythms. European rhythms are regular and built on simple ratios, while African rhythms are typically based on irregular ratios. While both groups of people could perform the rhythms with European qualities, the European group

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There is evidence of positive impacts of participation in youth orchestras and academic achievement and resilience in Chile. According to the International Association for the Evaluation of Educational Achievement (IAEEA), "the world's top academic countries place a high value on music education.

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Patricia Powers states, "It is not unusual to see program cuts in the area of music and arts when economic issues surface. It is indeed unfortunate to lose support in this area especially since music and the art programs contribute to society in many positive ways." Comprehensive music education

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Bobbett (1990) suggests that most public school music programs have not changed since their inception at the turn of the last century. "…the educational climate is not conducive to their continuance as historically conceived and the social needs and habits of people require a completely different

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Smith (1985) studied background music with word lists. One experiment involved memorizing a word list with background music; participants recalled the words 48 hours later. Another experiment involved memorizing a word list with no background music; participants also recalled the words 48 hours

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For much of the 1980s, there was a call for educational reform and accountability in all curricular subjects. This led to the National Standards for Music Education introduced by MENC. The MENC standards were adopted by some states, while other states have produced their own standards or largely

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The growth of cultural diversity within school-age populations prompted music educators from the 1960s onward to diversify the music curriculum, and to work with ethnomusicologists and artist-musicians to establish instructional practices rooted in musical traditions. 'World music pedagogy' was

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and sensitivity. Many music education curriculums incorporate the usage of mathematical skills as well fluid usage and understanding of a secondary language or culture. The consistency of practicing these skills has been shown to benefit students in a multitude of other academic areas as well as

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Music education has also been noted to have the ability to increase someone's overall IQ, especially in children during peak development years. Spatial ability, verbal memory, reading and mathematic ability are seen to be increased alongside music education (primarily through the learning of an

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Since music was taught to the general public by rote, until the nineteenth and twentieth centuries, very few people knew how to read music other than those who played instruments. The development of music in Latin America mainly followed that of European development: Choirs were formed to sing

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in 1907. While a small number of women served as President of the Music Supervisors National Conference (and the following renamed versions of the organization over the next century) in the early 20th century, there were only two female Presidents between 1952 and 1992, which "ossibly reflects

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to describe world music content and practice in elementary and secondary school music programs. Pioneers of the movement, especially Barbara Reeder Lundquist, William M. Anderson, and Will Schmid, influenced a second generation of music educators (including J. Bryan Burton, Mary Goetze, Ellen

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Studies have shown that music education can be used to enhance cognitive achievement in students. In the United States an estimated 30% of students struggle with reading, while 17% are reported as having a specific learning disability linked to reading. Using intensive music curriculum as an

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The Manhattanville Music Curriculum Project was developed in 1965 as a response to declining student interest in school music. This creative approach aims to shape attitudes, helping students see music not as static content to be mastered, but as personal, current, and evolving. Rather than

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culture, musicians occupied a space between the elite and the common people. Music played a prominent role and professional musicians using a variety of wind instruments, drums and rattles to celebrate military victories. Music also played a prominent role in the funeral rites of the elite.

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Some schools and organizations promote integration of arts classes, such as music, with other subjects, such as math, science, or English, believing that integrating the different curricula will help each subject to build off of one another, enhancing the overall quality of education.

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Music education touches on all learning domains, including the domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and the affective domain (the learner's willingness to receive, internalize, and share what is learned), including

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Schneider, Peter; Engelmann, Dorte; Groß, Christine; Bernhofs, Valdis; Hofmann, Elke; Christiner, Markus; Benner, Jan; Bücher, Steffen; Ludwig, Alexander; Serrallach, Bettina L.; Zeidler, Bettina M.; Turker, Sabrina; Parncutt, Richard; Seither-Preisler, Annemarie (13 September 2023).

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first offered the Bachelor of Music Education degree. Osbourne G. McCarthy, an American music educator, introduced details for studying music for credit in Chelsea High School. Notable events in the history of music education in the early 20th century also include:

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has funded three projects that use music to support language learning. Lullabies of Europe (for pre-school and early learners), FolkDC (for primary), and the recent PopuLLar (for secondary). In addition, the ARTinED project is also using music for all subject areas.

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tradition. His legacy continues in modern-day Cuba where the Esteban Salas Early Music Festival is held every year in Havana. The festival attracts classical music artists from around the world to perform and teach music following the tradition of Esteban Salinas.

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for the purposes of improving singing and music reading in the church. These singing schools gradually spread throughout the colonies. Music education continued to flourish with the creation of the Academy of Music in Boston. Reverend John Tufts published

834:) which seeks out means of equitable pedagogy across students regardless of their race, ethnicity, or socioeconomic circumstance. The Mozart effect is particularly controversial as while the initial study suggested listening to Mozart positively impacts 1153:

During the middle of the 19th century, Boston became the model to which many other cities across the United States included and shaped their public school music education programs. Music methodology for teachers as a course was first introduced in the

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Today, music education in Latin America places a large emphasis on folk music, masses, and orchestral music. Many schools teach their choirs to sing in their native language as well as in English. Several Latin American Schools, specifically in

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The National Standards created in 1994 were revised with an emphasis on musical literacy. Instead of the 9 content standards, there are 4 artistic processes (Create, Perform, Respond and Connect) with 2–3 anchor standards per process.

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Bobbett, G. C. (1990). Rural Appalachian Band Directors' Academic Preparation: Musical Preparation, Facilities, Monetary Resources, and Methods of Student Evaluation, and Their Students' Musical Independence. : Distributed by ERIC

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both inside and outside formal classroom settings. Popular music pedagogy tends to emphasize group improvisation, and is more commonly associated with community music activities than fully institutionalized school music ensembles.

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for schools includes music under its Arts component, research published in 2005 and 2020 have shown that it varies widely from state to state and school to school, with some students receiving none at all. By state and territory:

605:'Popular music pedagogy' — alternatively called rock music pedagogy, modern band, popular music education, or rock music education — is a 1960s development in music education consisting of the systematic teaching and learning of 10275: 3406:(Rauscher, F. H., & Hinton, S. C. (2006). The Mozart Effect: Music Listening is Not Music Instruction. Educational Psychologist, 41(4), 233–238. Abstract: This paper clarifies the position of the author's earlier works.) 777:. The Texas Commission on Drugs and Alcohol Abuse Report noted that students who participated in band or orchestra reported the lowest lifetime and current use of all substances including alcohol, tobacco, and illicit drugs. 1117:

which is regarded as the first music textbook in the colonies. Between 1700 and 1820, more than 375 tune books would be published by such authors as Samuel Holyoke, Francis Hopkinson, William Billings, and Oliver Holden.

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instrument). Researchers also note that a correlation between general attendance and IQ increases is evident, and due to students involvement in music education, general attendance rates increase along with their IQ.

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and professors of music in universities. Women also became more active in professional organizations in music education, and women presented papers at conferences. A woman, Frances Clarke (1860-1958) founded the

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in Potsdam. The concept of classroom teachers in a school that taught music under the direction of a music supervisor was the standard model for public school music education during this century. (See also:

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creates the same environment for learning music that a person has for learning their native language. Gordon Music Learning Theory provides the music teacher with a method for teaching musicianship through

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their music abilities in a way that parallels the development of western music. The approach fosters student self-discovery, encourages improvisation, and discourages adult pressures and mechanical drill.

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later became influential for training in wind band instruments. Several instructional methods were developed in Europe that would later impact other parts of the world, including those affiliated with

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Hip hop as empowerment: voices in El Alto, Bolivia Authors Ariana TarifaSource InformationJune 2012, Volume25(Issue4)Pages, p.397To - 415 - International Journal of Qualitative Studies in Education

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Emphasized the impact of learning theory in music education in the areas of: auditory perception, motor learning, child development, cognitive skills, memory processing, affect, and motivation.

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them to their everyday life. Through social interactions of playing in groups like jazz and concert bands, students learn to socialize and this can be linked to emotional and mental well-being.

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conclude that arts advocates have made bogus claims to the detriment of defending the study of music, her research debunking claims that music education improves math, for example. Researchers

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same music. A third experiment studied text recall without music. She found the repetitive music produced the highest amount of text recall, suggesting music can serve as a mnemonic device.

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to accommodate the requirements of the Schulwerk courses. Each bar on the instruments is able to be removed to allow for different scales to be formed. Orff's instruments build

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During the 20th century, many distinctive approaches were developed or further refined for the teaching of music, some of which have had widespread impact. The Dalcroze method (

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Influenced by both the Kodály method and Gordon's Music Learning Theory, Conversational Solfège was developed by Dr. John M. Feierabend, former chair of music education at the

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Reflected on the 40 years of change in music education since the first Tanglewood Symposium of 1967, developing a declaration regarding priorities for the next forty years.

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Register, D.; Darrow, A.A; Swedberd, O.; Standley, J. (2007). "The use of music to enhance reading skills of second grade students and students with reading disabilities".

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Register, D.; Darrow, A.A; Swedberd, O.; Standley, J. (2007). "The use of music to enhance reading skills of second grade students and students with reading disabilities".

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support this view, yet many music teachers and music organizations and schools do not apply this line of reasoning into their music advocacy arguments. Researchers such as

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Egana-delSol, Pablo, P; Contreras, Dante; Valenzuela, Juan Pablo (2019). "The impact of art-education on human Capital: An empirical assessment of a youth orchestra".

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Establishment of a unified and eclectic philosophy of music education. Specific emphasis on youth music, special education music, urban music, and electronic music.

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educators greatly contribute to the artistic, intellectual and social development of American children and play a key role in helping children to succeed in school."

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both inside and outside formal classroom settings. Some have suggested that certain musical activities can help to improve breath, body and voice control of a child.

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Overy, K. (2000). Dyslexia, temporal processing and music: The potential of music as an early learning aid for dyslexic children. Psychology of Music 28(2). 218–229.

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The purpose of the project was to make contemporary music relevant in children by placing quality composers and performers in the learning environment. Leads to the

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hired as for band education, administration and jazz jobs, and more men work in colleges and universities. According to Dr. Sandra Wieland Howe, there is still a "

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Anderson, William M. and Patricia Shehan Campbell, eds. Multicultural Perspectives in Music Education. Reston, VA: Music Educators National Conference, 1989.

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struggled with the African rhythms. This has to do with the ubiquity of complex polyrhythm in African culture and their familiarity with this type of sound.

886: 853:

Contemporary music scholars assert that effective music advocacy uses empirically sound arguments that transcend political motivations and personal agendas.

798:

Hungary, Netherlands, and Japan have required music training at the elementary and middle school levels, both instrumental and vocal, for several decades."

8802: 2336: 5736: 5228:

Serenko, A. (2011). Student satisfaction with Canadian music programs: The application of the American Customer Satisfaction Model in higher education.

902: 862: 333:

Music education also takes place in individualized, lifelong learning, and in community contexts. Both amateur and professional musicians typically take

273:

level, students in most arts and humanities programs receive academic credit for music courses such as music history, typically of Western art music, or

109:. Music training from preschool through post-secondary education is common because involvement with music is considered a fundamental component of human 982:" for women in music education careers, as there is "stigma" associated with women in leadership positions and "men outnumber women as administrators." 10421: 4315: 1187: 639: 522:

In addition to the four major international methods described above, other approaches have been influential. Lesser-known methods are described below:

4414:

Gould, Elizabeth (2007). "Feminist theory in music education research: grrl-illa games as nomadic practice (or how music education fell from grace)".

2622:

Rauscher, F.; Zupan, M.A. (2000). "Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance: A Field Experiment".

8542: 536:

Edwin Gordon's music learning theory is based on an extensive body of research and field testing by Aiden Griffin and others in the larger field of

10386: 3452: 3118: 874: 9887: 1368:

35 Objectives listed by MENC for quality music education programs in public schools. Published and recommended for music educators to follow.

4728:

Herbst, Anri; de Wet, Jacques; Rijsdijk, Susan (2005). "A Survey of Music Education in the Primary Schools of South Africa's Cape Peninsula".

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locally or by individual teachers. In recent decades there has been a significant move toward adoption of regional and/or national standards.

9855: 9730: 7304: 6485: 6106: 5065:

Sorce Keller, Marcello (1984). "Music in Higher Education in Italy and in the United States: the Pros and Cons of Tradition and Innovation".

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consistently received relatively greater emphasis. That said, there is certainly much western influence in the popular music associated with

1150:

became the Supervisor of Music in Boston and spread music education into all levels of public education (grammar, primary, and high school).

2021: 1499:

Music has been a prominent subject in schools and other learning institutions in Europe for many centuries. Such early institutions as the

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David J. Elliott and Marissa Silverman, Music Matters, A Philosophy of Music Education, (New York: Oxford University Press, 2015), 42–43

2318:

Higgins, Lee and Campbell, Patricia Shehan, Free to be Musical: Group Improvisation in Music (Rowman & Littlefield Education, 2010).

1018:. and was a requirement for all people. This emphasizes the great importance that music and dance played in the lives of the Aztecs. In 583:

concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch.

7294: 4289: 2810:

Fermanich, M. L. (2011). "Money for music education: a district analysis of the how, what, and where of spending for music education".

8687: 4279:, Journal of Research in Music Education, Vol. 38, No. 2 (Summer, 1990), pp. 79–89, MENC: The National Association for Music Education 3531:

Ilari, Beatriz; Chen-Hafteck, Lily; Crawford, Lisa (1 May 2013). "Singing and cultural understanding: A music education perspective".

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later. Participants who memorized word lists with background music recalled more words demonstrating music provides contextual cues.

140:

approach to music education leads students to develop their music abilities in a way that parallels the development of western music.

10255: 10038: 9850: 8527: 7010: 6080: 2026: 1528: 733: 4263: 3442:

David J. Elliot and Marissa Silverman, Music Matters, A Philosophy of Music Education, (New York: Oxford University Press, 2015), 38

1732:, a three-part series which documented the launch and progress of a music program in a primary school in an underprivileged area of 1672:

for students 11–14 is "unique" in teaching curriculum requirements for western music using recordings of traditional African music.

4378: 3910:

De Couve, Alicia C.; Pino, Claudia Dal; Frega, Ana Lucía (1997). "An Approach to the History of Music Education in Latin America".

2036: 1329:

Project leads to the compilation and publication of musical works from major historical eras for elementary and secondary schools.

970: 3620: 3499:

Bates, V. C. (2018). Equity in Music Education: Back to Class: Music Education and Poverty. Music Educators Journal, 105(2), 72–74

162:(Manhattanville Music Curriculum Project) aims to shape attitudes, helping students see music as personal, current, and evolving. 9780: 9131: 5493: 5332: 2352: 5197:

McPherson, Gary and Graham Welch (2012). The Oxford Handbook of Research in Music Education. New York: Oxford University Press.

1433:

Examined changing philosophies and practices and predicted how American music education will (or should) look in the year 2020.

8547: 5443: 2791:

Kerstetter, Kathleen M (2011). "Investigating High School Band Recruitment Procedures Using Educational Marketing Principles".

1725: 1532: 7125: 1177:

In the United States, teaching colleges with four-year degree programs developed from the Normal Schools and included music.

9106: 6430: 5212: 4999: 4696: 4667: 2006: 1665: 1306: 1046:

used music education as a means to spread Christianity to local indigenous populations. One example of an early educator is

9364: 5039:

Rauscher, F.H., et al. "Music and Spatial Task Performance: A Causal Relationship," University of California, Irvine, 1994.

2016: 1161: 1035: 890: 4186: 893:, Giomi pointing out that while there is a "strong relationship between music participation and academic achievement, the 414:

Depiction of Curwen's Solfège hand signs. This version includes the tonal tendencies and interesting titles for each tone.

9670: 9294: 9151: 7505: 2042: 2011: 1055:

masses, chants, psalms; secular music also became more prevalent in the seventeenth and eighteenth centuries and beyond.

3290:

Steele, Kenneth M.; Bass, Karen E.; Crook, Melissa D. (1999). "The Mystery of the Mozart Effect: Failure to Replicate".

1574:. At present, most universities have a faculty of music with some universities specially dedicated to fine arts such as 10295: 9720: 7314: 6980: 5726: 2093: 2047: 1527:, to name but a few. Notable professional organizations on the continent now include the Europe regional branch of the 720: 46: 2508: 1186:

Founding of the Music Supervisor's National Conference (changed to Music Educators National Conference in 1934, later

218:

is used in schools, but instruments like keyboards and violin are also common. Students are normally taught basics of

10160: 10043: 9902: 7412: 7195: 6203: 6137: 5027: 5013: 4973: 4043:

Lawler, Vanett (2019). "The impact of art-education on human Capital: An empirical assessment of a youth orchestra".

2209: 2077: 1142:

in 1834 which was based upon the music education works of Pestalozzian System of Education founded by Swiss educator

541: 2925: 9735: 9630: 6670: 6122: 6085: 5304: 1579: 435: 2369: 10222: 9785: 9603: 9501: 9314: 7801: 7567: 7319: 6505: 6375: 6215: 6208: 4225:"Permitted Indians and Popular Music in Contemporary Peru: The Poetics and Politics of Indigenous Performativity" 3415:

Deborah Bradley, "Oh That Magic Feeling! Multicultural Human Subjectivity, Community, and Fascism's Footprints,"

2456: 1337: 959:

Despite the limitations imposed on women's roles in music education in the 19th century, women were accepted as

802:

music training is empirically unjustified and stems from misinterpretation of the empirical data and, possibly,

9740: 9562: 9339: 8941: 8562: 7299: 7000: 6220: 1575: 842:

not only for promoting the educational use of music as a tool for non-musical goals, but also for its links to

31: 17: 4957:

Kertz-Welzel, Alexandra. "Didaktik of Music: A German Concept and its Comparison to American Music Pedagogy."

3782:"An Approach to the History of Music Education in Latin America: Part II: Music Education 16th–18th Centuries" 3453:"Music education and intellectual development in children: historical, research, and educational perspectives" 2247:

Christopher Azzara, Audiation, Improvisation, and Music Learning Theory. 1991, The Quarterly, 2(1–2), 106–109.

69:

ensemble directors. Music education is also a research area in which scholars do original research on ways of

10452: 10248: 10013: 9965: 9922: 8845: 7329: 6810: 6127: 2533: 203: 4319: 1138:

with the purposes of teaching singing and theory as well as methods of teaching music. Mason published his

9577: 9529: 9426: 9421: 9146: 9051: 7708: 7160: 6295: 6169: 4187:""The Indigenous Voice Is the Voice of Today": A Music Video Playlist of Indigenous Latin American Hip-Hop" 1714: 601:

Students from the Paul Green School of Rock Music performing at the 2009 Fremont Fair, Seattle, Washington.

531: 4968:

Musikwissenschaft/Musikpädagogik in der Blauen Eule, no. 74. Essen, Germany: Verlag Die Blaue Eule, 2006.

2284: 1721:, generalist teachers are responsible for teaching the whole primary school curriculum in state schools. 1680:

are more important to many people because they are stories about the histories of the indigenous peoples.

9988: 7992: 7546: 7541: 7380: 7309: 7200: 6480: 6159: 6075: 5229: 2175:

Oaklander, Violet. (2006) Hidden Treasure : A Map to the Child's Inner Self. London, Karnac Books.

2108: 1983: 1973: 1587: 991: 498: 4864:"Don't Stop the Music-ABC Television Documentary. All the links you need to support this amazing series" 4809:"Music can help lift our kids out of the literacy rut, but schools in some states are still missing out" 4579:"Institutional Belonging, Pedagogic Discourse and Music Teacher Education: The Paradox of Routinization" 4135:"Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia" 3460: 3052:"Early adolescents' emotional perceptions and engagement with popular music activities in everyday life" 10165: 9386: 8602: 8125: 7741: 7609: 7599: 7284: 7205: 6585: 6530: 5721: 5436: 5143:

Barrett, Margaret, 2010. A Cultural Psychology of Music Education. New York: Oxford University Press.

5048:

Seashore, Carl, "The Psychology of Musical Talent", Boston, New York Silver, Burdett and Company, 1919

4813: 2113: 1838: 1394:

The Wesleyan Symposium on the Perspectives of Social Anthropology in the Teaching and Learning of Music

1295: 1289: 1143: 835: 219: 4755:

Nketia, J. H. Kwabena (1970). "Music Education in Africa and the West: We Can Learn from Each Other".

2231: 9101: 9066: 9021: 8837: 8712: 8702: 8507: 8177: 8087: 8072: 7821: 7385: 6945: 6227: 5593: 5548: 1659: 1556: 1552: 1201:

Rise of the school band and orchestra movement leading to performance oriented school music programs.

353:

that emerged in recent generations and developed rapidly during the latter half of the 20th century.

3689:"Traces of Aztec Cultural Memory in Sixteenth-Century Songs and Chronicles: The Case of Tlacahuepan" 3011: 10457: 10447: 10305: 10241: 10074: 9912: 9815: 9725: 9675: 9635: 9486: 8991: 8986: 8881: 8873: 8717: 8607: 8537: 8037: 7626: 7572: 7459: 7065: 6960: 6910: 6880: 6181: 5973: 5523: 2398: 1793: 1668:

and the ILAM Music Heritage Project SA teach African music using western musical framework. ILAM's

1606:, transmit the musical knowledge to the student, or shyshya. This is still the main system used in 1571: 1494: 938: 554: 4133:

Gómez-Zapata, Jonathan Daniel; Herrero-Prieto, Luis César; Rodríguez-Prado, Beatriz (March 2021).

2431: 1883: 1631:

music. The two oldest gamelan instrument sets, dating from the twelfth century, are housed in the

1520: 1325:

Federally supported development of arts education focusing on quality music classroom literature.

385: 129: 9810: 9800: 9655: 9456: 9416: 9396: 9376: 9279: 9111: 9086: 9001: 8981: 8931: 8901: 8891: 8777: 8697: 8662: 8647: 8632: 8587: 8522: 8392: 8032: 7766: 7651: 7498: 7274: 7240: 6174: 4250: 3890: 3214: 1953: 1913: 1535:. In recent decades, Central, Southern, and Eastern Europe have tended to successfully emphasize 1376: 1135: 870: 839: 823: 511: 5133:

Weinberger, Norm. "The Impact of Arts on Learning." MuSICa Research Notes 7, no. 2 (Spring 200).

5051:

Seashore, Carl, "Approaches to the Science of Music and Speech", Iowa City, The University, 1933

3878: 1165:) While women were discouraged from composing in the 19th century, "later, it was accepted that 10300: 10137: 10082: 9882: 9795: 9710: 9685: 9567: 9391: 9197: 9076: 9071: 8951: 8652: 8399: 8082: 8077: 7716: 7686: 7681: 7666: 7641: 7582: 7577: 6765: 6620: 6198: 5916: 5741: 5553: 5318: 5078:

Sorce Keller, Marcello (1987). "Music Education in Italy: Something New on the Western Front".

4983: 4914: 3364:

Thompson, W.F.; Schellenberg, E.G.; Husain, G. (2001). "Mood, arousal, and the Mozart effect".

3006: 2829: 2083: 1798: 1595: 1591: 1478: 1470: 1281:

Increased curricular focus on science, math, technology with less emphasis on music education.

1108:

After the preaching of Reverend Thomas Symmes, the first singing school was created in 1717 in

1047: 745:

A number of researchers and music education advocates have argued that studying music enhances

592: 571: 163: 3954: 540:. It provides music teachers with a comprehensive framework for teaching musicianship through 10127: 10117: 10102: 9897: 9760: 9695: 9665: 9640: 9572: 9471: 9466: 9441: 9299: 9091: 9046: 9026: 9016: 8916: 8752: 8727: 8577: 8572: 8552: 8517: 8502: 8067: 8047: 7886: 7791: 7761: 7661: 7636: 7225: 7175: 7075: 7045: 7025: 6400: 6154: 6132: 5872: 5746: 5429: 4944:

Campbell, Patricia Shehan. Teaching Music Globally. New York: Oxford University Press, 2004.

4840: 4365: 3831: 3571: 3428: 3159:"Cognitive and academic benefits of music training with children: A multilevel meta-analysis" 3112: 2118: 1803: 1737: 1689: 1583: 1473:

developed in the first decade of the 21st century at various institutions, and the fields of

537: 468: 9557: 4950:

Kertz-Welzel, Alexandra. "The Singing Muse: Three Centuries of Music Education in Germany."

4293: 3490:

Yudkin, J. (2008). Understanding Music (p. 4). Upper Saddle River, NJ:Pearson/Prentice Hall.

1026: 686:

Understanding relationships between music, the other arts, and disciplines outside the arts.

10132: 10107: 10087: 10048: 9947: 9770: 9700: 9680: 9496: 9446: 9406: 9359: 9354: 9344: 9329: 9324: 9319: 9304: 9289: 9284: 9274: 9269: 9264: 9259: 9116: 9031: 9011: 8896: 8886: 8737: 8707: 8692: 8677: 8667: 8657: 8622: 8617: 8567: 8512: 8487: 8375: 8365: 8092: 7904: 7876: 7866: 7826: 7696: 7691: 7671: 7631: 7551: 7115: 7085: 7080: 7005: 6905: 6885: 6685: 6525: 6325: 6270: 6164: 6142: 5968: 5921: 3248: 1933: 1768: 1500: 1350: 1211: 1178: 1147: 746: 698: 311: 8115: 8: 10148: 10112: 10092: 10023: 9942: 9715: 9705: 9650: 9645: 9582: 9524: 9491: 9481: 9461: 9451: 9436: 9431: 9411: 9381: 9349: 9334: 9309: 9245: 9171: 9161: 9096: 9061: 8996: 8976: 8966: 8926: 8911: 8906: 8747: 8742: 8682: 8637: 8597: 8492: 8473: 8187: 8099: 8052: 8002: 7950: 7945: 7924: 7846: 7756: 7736: 7726: 7616: 7345: 7215: 7135: 7040: 7020: 6855: 6845: 6815: 6780: 6775: 6730: 6705: 6580: 6510: 6460: 6425: 6335: 6320: 6237: 5846: 5779: 5578: 2327:

Higgins, Lee, Community Music: In Theory and in Practice (Oxford University Press, 2012).

1918: 1778: 1702: 1567: 1508: 668: 62: 3252: 2684: 2651: 597: 182: 10401: 10212: 10097: 9937: 9927: 9917: 9907: 9765: 9690: 9476: 9401: 9371: 9202: 9121: 9081: 9056: 9036: 8971: 8946: 8936: 8921: 8722: 8672: 8627: 8612: 8592: 8582: 8557: 8497: 8192: 8135: 7980: 7831: 7781: 7731: 7676: 7621: 7533: 7491: 7407: 7375: 7230: 7095: 7050: 6935: 6890: 6820: 6770: 6655: 6610: 6310: 6300: 6242: 6232: 5951: 5703: 5573: 5280: 5272: 5236: 5183: 5095: 5055: 4764: 4737: 4685: 4578: 4559: 4431: 4246: 4162: 4134: 4115: 4068: 4060: 4025: 4017: 3982: 3935: 3927: 3859: 3809: 3757: 3718: 3669: 3548: 3389: 3346: 3307: 3272: 3191: 3158: 3100: 3032: 2976: 2754: 2604: 2596: 1993: 1938: 1893: 1632: 882: 750: 674: 418: 274: 259: 97: 80:. Music education scholars publish their findings in peer-reviewed journals, and teach 66: 4835: 4241: 4224: 2635: 501:

in Japan shortly after World War II, and uses music education to enrich the lives and

10416: 10361: 10122: 10018: 9970: 9892: 9660: 9226: 9041: 9006: 8961: 8956: 8865: 8732: 8642: 8532: 8438: 8370: 8182: 8164: 8042: 8012: 7985: 7975: 7965: 7960: 7929: 7861: 7851: 7836: 7796: 7604: 7587: 7365: 7360: 7255: 7145: 7140: 7105: 7060: 7055: 6970: 6950: 6925: 6840: 6795: 6790: 6715: 6635: 6550: 6545: 6500: 6495: 6450: 6415: 6410: 6395: 6380: 6340: 6191: 6038: 6026: 5931: 5906: 5887: 5688: 5683: 5468: 5284: 5264: 5208: 5175: 5099: 5023: 5009: 4995: 4969: 4692: 4663: 4563: 4475: 4435: 4389: 4166: 4154: 4119: 4107: 4072: 4029: 3986: 3974: 3939: 3863: 3851: 3813: 3801: 3749: 3722: 3710: 3661: 3598:

Dr. Sandra Wieland Howe. "Women Music Educators In The United States: A History", in

3552: 3381: 3264: 3196: 3178: 3104: 3024: 3020: 2907: 2872: 2689: 2671: 2608: 2205: 1968: 1963: 1888: 1878: 1773: 1710: 1504: 1039: 1019: 803: 58: 4612: 3393: 3311: 3036: 753:

also found a change in the grey matter in the brain of children with music lessons.

10336: 8442: 8358: 8299: 8062: 8057: 8027: 7914: 7909: 7871: 7776: 7751: 7656: 7397: 7279: 7235: 7220: 7210: 7190: 7165: 7070: 7030: 6985: 6900: 6865: 6860: 6850: 6830: 6755: 6750: 6745: 6690: 6645: 6640: 6605: 6590: 6565: 6540: 6535: 6515: 6490: 6465: 6455: 6405: 6370: 6350: 6345: 6330: 6315: 6305: 6285: 6280: 6275: 6070: 5941: 5867: 5826: 5768: 5663: 5633: 5460: 5256: 5167: 5120: 5087: 4551: 4423: 4236: 4146: 4099: 4056: 4052: 4009: 3966: 3919: 3886: 3843: 3793: 3700: 3540: 3373: 3338: 3299: 3256: 3186: 3170: 3096: 3092: 3063: 3016: 2968: 2899: 2864: 2746: 2719: 2679: 2667: 2663: 2631: 2588: 1903: 1863: 1848: 1843: 1808: 1540: 898: 866: 507: 287: 231: 227: 207: 38: 5365: 5194:

McPherson, Gary (2006). The Child as Musician. New York: Oxford University Press.

4509: 3276: 2309:

Campbell, Patricia Shehan, Teaching Music Globally (Oxford University Press, 2004)

1740:

receiving over 4,500 instruments to process. The series featured popular musician

405: 133: 10366: 10310: 10285: 10280: 10264: 8022: 8017: 7899: 7894: 7816: 7811: 7786: 7746: 7417: 7355: 7289: 7250: 7185: 7180: 7170: 7130: 7110: 7035: 6995: 6990: 6965: 6940: 6915: 6835: 6825: 6785: 6740: 6725: 6720: 6700: 6675: 6625: 6615: 6600: 6570: 6475: 6420: 6390: 6385: 6365: 6355: 6290: 6117: 6065: 5998: 5983: 5911: 5789: 5623: 5558: 5488: 5385: 5202: 5125: 5108: 4715: 3068: 3051: 2088: 1978: 1923: 1908: 1868: 1828: 1783: 1758: 1718: 1698: 1536: 1043: 774: 502: 345:

While instructional strategies are determined by the music teacher and the music

299: 295: 191: 85: 5618: 5036:

Ratey, John J., MD. A User's Guide to the Brain. New York: Pantheon Books, 2001.

4863: 4427: 3781: 2723: 1042:

colonization, music began to be influenced by European ideas and principles.The

258:. In some secondary schools, additional music classes may also be available. In 10396: 10331: 10326: 10201: 8242: 7955: 7471: 7424: 7392: 7370: 7324: 7245: 7155: 7120: 7100: 7090: 7015: 6975: 6930: 6895: 6875: 6870: 6805: 6760: 6710: 6695: 6680: 6650: 6630: 6595: 6575: 6520: 6445: 6440: 6360: 6055: 6021: 5988: 5926: 5794: 5400: 5370: 5360: 5341: 5109:"The Musical Education: From Testing the Ground to General Culture Acquisition" 5091: 4150: 4000:

Lawler, Vanett (1945). "Music Education in Fourteen Latin-American Republics".

3923: 3847: 3797: 3602:, the on-line journal of Gender Research in Music Education. Vol 8, No 4 (2015) 3174: 2258: 2188:(pp. 276–278). London/Cambridge, MA: Belknap Press of Harvard University Press. 1958: 1898: 1873: 1745: 1744:

and researcher and music educator Anita Collins, and was also supported by the

1205: 1166: 952: 858: 714: 430: 291: 286:

European universities also support interdisciplinary research in such areas as

223: 199: 137: 114: 8120: 3239:

Chabris, Christopher F (1999). "Prelude or requiem for the 'Mozart effect'?".

10441: 10391: 10351: 10341: 9220: 8317: 7919: 7856: 7721: 7594: 7402: 7150: 6955: 6920: 6800: 6735: 6665: 6660: 6560: 6470: 6435: 6149: 6090: 6033: 6003: 5978: 5963: 5936: 5821: 5816: 5668: 5658: 5608: 5588: 5538: 5500: 5483: 5473: 5375: 5268: 5245:

A Content Analysis of the "Journal of Research in Music Education", 1953-1983

5179: 5061:

Schippers, Huib. Facing the Music. New York: Oxford University Press, 2010.

5042: 4987: 4555: 4393: 4158: 4111: 3978: 3970: 3855: 3805: 3753: 3714: 3665: 3544: 3350: 3342: 3182: 2675: 2128: 1943: 1788: 1741: 1512: 1342:

Federal financial support and recognition of the value music has in society.

1217: 1155: 979: 965: 819: 610: 484: 334: 327: 315: 251: 195: 171: 144: 81: 8130: 4087: 3377: 3303: 1233:

The following table illustrates some notable developments from this period:

1115:

An Introduction to the Singing of Psalm Tunes Using Non-Traditional Notation

349:

in his or her area, many teachers rely heavily on one of many instructional

10406: 8215: 8145: 8007: 7445: 6186: 6060: 5946: 5857: 5841: 5806: 5716: 5643: 5528: 5395: 5352: 4979: 4103: 3385: 3326: 3268: 3200: 3028: 2911: 2876: 2710:

Wallace, W (1994). "Memory for music: Effect of melody on recall of text".

2693: 2098: 2068: 1928: 1853: 1833: 1763: 1320: 1195: 1131: 960: 906: 878: 567: 472: 460: 452: 381: 247: 186:

An elementary music teacher instructing a child in 1957 in the Netherlands.

136:

emphasizes the benefits of physical instruction and response to music. The

125: 8140: 4379:"Critical Theory as a Foundation for Critical Thinking in Music Education" 2903: 2868: 1697:'s state primary schools has enjoyed good music programs since the 1980s; 773:

programs average $ 187 per pupil, according to a 2011 study funded by the

10356: 9230: 7997: 6048: 5862: 5811: 5784: 5711: 5478: 4132: 2123: 1988: 1823: 1818: 1813: 1065: 947:

A music teacher leading a music ensemble in an elementary school in 1943.

843: 662: 451:

developed a special group of instruments, including modifications of the

393: 367: 350: 243: 121: 4947:

DeBakey, Michael E., MD. Leading Heart Surgeon, Baylor College of Music.

3931: 3761: 3737: 3705: 3688: 3673: 3649: 489: 372: 262:

or its equivalent, music usually continues to be a required part of the

10346: 7970: 5993: 5958: 5693: 5648: 5276: 4768: 4741: 4449: 4276: 4021: 2980: 2758: 2600: 2152:"A Sensory-Motor Approach to Music Learning. Book I - Primary Concepts" 2103: 1858: 1694: 1636: 1363: 847: 656: 606: 410: 346: 270: 263: 167: 102: 92:

education or music schools, who are training to become music teachers.

89: 5187: 5146:

Kertz-Welzel, Alexandra. "Piano Improvisation Develops Musicianship."

4064: 3324: 2460: 389: 10426: 8208: 7771: 7514: 7350: 5678: 5510: 4966:

Every Child for Music: Musikpädagogik und Musikunterricht in den USA.

1948: 1640: 1612: 1516: 1326: 703: 456: 448: 443: 388:. The method is divided into three fundamental concepts − the use of 255: 239: 230:, students may often have the opportunity to perform in some type of 215: 150: 57:

is a field of practice in which educators are trained for careers as

5260: 4013: 2972: 2750: 2592: 1080:

The music program increases chances of graduation for participants.

659:

on instruments, alone and with others, a varied repertoire of music.

7646: 5801: 5763: 5598: 5171: 4476:"Music Education, Multiculturalism, and Anti-Racism – Can We Talk?" 4341: 2830:"Benefits of Music Education - How do students benefit from music?" 2712:

Journal of Experimental Psychology: Learning, Memory, and Cognition

2373: 1706: 439:

A selection of instruments used in the Orff music education method.

319: 74: 70: 10233: 6043: 5045:, "The Measurement of Musical Talent", New York, G. Schirmer, 1915 3260: 2737:

Smith, S (1985). "Background music and context-dependent memory".

2541: 206:, sing in small choirs, and learn about the elements of music and 7841: 5603: 5563: 5543: 3780:

de Couve, Alicia C.; Pino, Claudia Dal; Frega, Ana Lucía (2004).

2579:

Morrison, Steven J (1994). "Music students and academic growth".

1628: 1599: 1276: 1214:

develops and promotes phonograph record libraries for school use.

650: 323: 110: 27:

Field of study associated with the teaching and learning of music

5310: 905:

suggest that more effective advocacy involves shying away from "

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Institutional music education was started in colonial India by

1109: 1007: 380:

The Dalcroze method was developed in the early 20th century by

278: 5156:

African-American Music Education: Reflections on an Experience

5022:

Reston, VA: Music Educators National Conference (MENC), 1994.

2889: 2854: 2648: 356: 6095: 5731: 5653: 5583: 5452: 5230:

Assessment and Evaluation in Higher Education, 36(3): 281-299

3955:"Policies for Early Childhood Music Education in Puerto Rico" 2562:"Multiple studies link music study to academic achievement." 1733: 1607: 1524: 1507:

offered important early models of choral learning, while the

1256:

A student-centered philosophy was formally espoused by MENC.

1073: 1069: 235: 211: 77: 50:

A German kindergarten teacher instructs her pupils in singing

7483: 2238:. Doreen Hall, Keith Bissell, Emily-Jane Orford. 02/07/2006 2184:

Randel, D. (Ed.) (1986). Education in the United States. In

1646:

Gamelan music has a distinct pedagogical approach. The term

198:

countries, children often learn to play instruments such as

5882: 5673: 3594: 3592: 2959:

Butzlaff, R (2000). "Can music be used to teach reading?".

1624: 1603: 623: 464: 282: 159: 4613:"Sustainable School Music for Poor, White, Rural Students" 4542:

Bates, Vincent C (2012). "Social Class and School Music".

4366:

http://bern.library.nenu.edu.cn/upload/soft/0000/11.1goble

3429:

http://miter.mit/edu/ellen-winner-on-why-we-need-the-arts/

3363: 2574: 2572: 2201:

Teaching General Music: Approaches, Issues, and Viewpoints

1469:

Music course offerings and even entire degree programs in

1083: 897:

nature of the relationship is questionable." Philosophers

617: 4266:- Timeline: Music Education History/Philosophy (archived) 3832:"Esteban Salas and His Legacy of Music Education in Cuba" 3530: 3329:(2006). "No Evidence for the Mozart Effect in Children". 1701:'s music education strategy and fund was formed in 2019; 818:

Recent high-profile music advocacy projects include the "

493:

A group of American method students performing on violin.

106: 5421: 5154:

Lundquist, Barbara R.; Sims, Winston T. (Autumn 1996). "

5058:, New York, London, McGraw-Hill Book Company, Inc., 1938 3589: 3215:"Music training may not make children smarter after all" 1717:

employs specialist teachers in some primary schools; in

702:

Children in primary school are assembling a do-organ of

101:

improving performance on standardized tests such as the

4277:"Portrait of a Nineteenth-Century School Music Program" 3621:"A historical view of women in music education careers" 2997:

Schellenberg, E.G. (2004). "Music lessons enhance IQ".

2569: 2032:

International Society for Philosophy of Music Education

1627:

is known for its rich musical culture, centered around

689:

Understanding music in relation to history and culture.

642:, created nine voluntary content standards, called the 3912:

The Bulletin of Historical Research in Music Education

3507: 3505: 2534:"ARTinED - A new approach to education using the arts" 1264:

The American School Band Directors Association formed

1228: 653:, alone and with others, a varied repertoire of music. 4191:

Smithsonian Center for Folklife and Cultural Heritage

2337:"Music School Founder Tried to 'Brainwash' Students." 2204:. New York: Oxford University Press. pp. 28–29. 1099:

Music education and programs within the United States

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The National Association for Music Education – NAfME

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Evolution of timpani in the 18th and 19th centuries

4959:

International Journal of Music Education (Practice)

4889: 4576: 3502: 2705: 2703: 1543:have especially promoted popular music in schools. 1408:the world's cultures to school children and youth. 1224:

music aptitude test starts testing people in music.

5207:(3 ed.). Rowman & Littlefield Education. 4684: 4644:Hebert, David & Hauge, Torunn Bakken. (2019). 4620:Action, Criticism & Theory for Music Education 4586:Action, Criticism & Theory for Music Education 4517:Action, Criticism & Theory for Music Education 4483:Action, Criticism & Theory for Music Education 4085: 3952: 3572:"Women Composers In American Popular Song, Page 1" 3566: 3564: 3562: 3049: 2039:(US-based: also called NafME, and previously MENC) 1188:MENC: The National Association for Music Education 891:incorrectly associating correlation with causation 693: 640:MENC: The National Association for Music Education 10276:Développement des publics de la musique au Québec 4952:Journal of Historical Research in Music Education 4807:Collins, Anita; Dwyer, Rachael (10 August 2023). 3909: 3836:Journal of Historical Research in Music Education 3786:Journal of Historical Research in Music Education 3779: 3614: 3612: 3610: 3608: 3514:"Cross-Cultural Research and the Nature of Music" 1030:Bonampak, Temple of the Murals, room 1, musicians 951:While music critics argued in the 1880s that "... 912: 525: 10439: 4610: 4045:International Journal of Educational Development 3085:International Journal of Educational Development 2700: 671:and arranging music within specified guidelines. 4712:Theory and Method in Historical Ethnomusicology 4473: 3559: 3438: 3436: 3289: 2992: 2990: 2285:"GIML: The Gordon Institute for Music Learning" 10067: 9617: 5235:Woodall, Laura and Brenda Ziembroski, (2002). 5033:Neurological Research, Vol. 19, February 1997. 4890:"International Association for Jazz Education" 4376: 3618: 3605: 3056:International Journal of Adolescence and Youth 2399:"Can Music Help Improve Learning Mathematics?" 2353:SC Jails Elusive Boss School Women for 15 Days 1453:Revised National Standards for Music Education 680:Listening to, analyzing, and describing music. 340: 154:, Gordon's term for hearing music in the mind 10249: 7499: 5437: 5326: 5153: 4992:Evocative objects : things we think with 2621: 2000: 124:) was developed in the early 20th century by 10172:South Georgia and the South Sandwich Islands 5077: 5064: 4806: 4646:Advancing Music Education in Northern Europe 4507: 3600:GEMS (Gender, Education, Music, and Society) 3433: 3117:: CS1 maint: multiple names: authors list ( 2996: 2987: 2022:International Association for Jazz Education 5201:Mark, Michael L.; Gary, Charles L. (2007). 5106: 4994:, Cambridge, Mass. : MIT Press, 2007. 4086:Kraus, Nina; White-Schwoch, Travis (2020). 3953:Hernández-Candelas, Marta (November 2007). 2150:Madeleine, Carabo-Cone (30 November 1968). 2145: 2143: 1404:Multicultural Symposium in Music Education 632: 357:Major international music education methods 166:is the systematic teaching and learning of 10256: 10242: 7506: 7492: 5444: 5430: 5333: 5319: 3891:10.1093/gmo/9781561592630.article.a2256410 2926:"Music Education and Academic Achievement" 2790: 2197: 1751: 1245:Historical importance for music education 1167:women would have a role in music education 6081:Music technology (electronic and digital) 5242: 5124: 5113:Procedia - Social and Behavioral Sciences 5004:Pete Moser and George McKay, eds. (2005) 4240: 3829: 3704: 3190: 3156: 3067: 3010: 2809: 2683: 2149: 2027:International Society for Music Education 1529:International Society for Music Education 665:melodies, variations, and accompaniments. 586: 561: 9869: 5200: 5080:International Journal of Music Education 4691:. Chicago: University of Chicago Press. 4316:"National Standards for Music Education" 3533:International Journal of Music Education 2958: 2930:National Association for Music Education 2578: 2509:"PopuLLar - Music and Language Learning" 2140: 2037:National Association for Music Education 1025: 942: 719: 697: 683:Evaluating music and music performances. 596: 517: 488: 434: 409: 371: 181: 45: 9244: 8472: 8461: 4787:The Australian Curriculum (Version 8.4) 4657: 4450:"About the MayDay Group – Mayday Group" 3876: 3686: 3238: 3157:Sala, Giovanni; Gobet, Fernand (2020). 2709: 1429:The Housewright Symposium / Vision 2020 1416:National Standards for Music Education 1389:Becoming Human Through Music symposium 1312:The choral movement becomes organized. 1084:Music education and indigenous cultures 618:Manhattanville Music Curriculum Project 547: 14: 10440: 5249:Journal of Research in Music Education 5020:National Standards for Arts Education. 4868:Australian Society for Music Education 4754: 4730:Journal of Research in Music Education 4222: 4184: 4042: 3999: 2426: 2424: 2422: 2420: 2393: 2391: 1533:European Association of Conservatoires 780: 644:National Standards for Music Education 10237: 10066: 9868: 9616: 9243: 8864: 8863: 8471: 8460: 8162: 7525: 7487: 6260: 5619:Vietnam imperial court music—Nhã nhạc 5425: 5314: 5204:A history of American music education 4682: 4541: 4413: 4342:"Tanglewood II - Charting the Future" 4209: 4207: 4180: 4178: 4176: 3825: 3823: 3775: 3773: 3771: 3735: 3643: 3641: 3417:Philosophy of Music Education Review, 2736: 2007:American Choral Directors Association 1666:South African Department of Education 1307:American Choral Directors Association 1267:The band movement becomes organized. 1172: 1001: 971:Music Supervisors National Conference 832:Cultural Diversity in Music Education 734:Lifelong Learning Programme 2007–2013 577: 5243:Yarbrough, Cornelia (Winter 1984). " 3647: 3511: 2198:Abril, Carlos; Gault, Brent (2016). 2017:American String Teachers Association 1253:The Child's Bill of Rights in Music 1162:Music education in the United States 10263: 10218: 4662:. London: Oxford University Press. 4292:. 29 September 2008. Archived from 2417: 2388: 2256: 2186:The New Harvard Dictionary of Music 2178: 2043:Music Teachers National Association 2012:American Orff-Schulwerk Association 1441:Tanglewood II: Charting the Future 1229:Middle 20th century to 21st century 1122:had spread throughout the country. 497:The Suzuki method was developed by 24: 10296:Music education for young children 7295:Classical and art music traditions 5727:History of lute-family instruments 5544:Cambodian ceremonial music—Pinpeat 5137: 4611:Vincent C. Bates (November 2011). 4510:"Talkin' Musical Identities Blues" 4204: 4173: 4088:"The Argument for Music Education" 3820: 3768: 3638: 2961:The Journal of Aesthetic Education 2624:Early Childhood Research Quarterly 2259:"Gordon's Music Learning on Piano" 2094:Music education for young children 2048:Nordic Network for Music Education 1481:have also seen notable expansion. 361: 25: 10469: 5340: 5292: 4474:Deborah Bradley (December 2006). 4251:10.5406/ethnomusicology.55.3.0387 4242:10.5406/ethnomusicology.55.3.0387 3877:Wissner, Reba (31 January 2014), 3050:Bosacki, S.; O'Neill, S. (2013). 2078:Basic Concepts in Music Education 1420:eschewed the standards movement. 997:Latin American musical traditions 809: 424: 10217: 10208: 10207: 10195: 9731:Saint Vincent and the Grenadines 9225: 9216: 9215: 8773:Sahrawi Arab Democratic Republic 8543:Democratic Republic of the Congo 8437: 7467: 7466: 7453: 7439: 7011:Saint Vincent and the Grenadines 6486:Democratic Republic of the Congo 6086:Sound recording and reproduction 5539:Burmese classical music—Mahāgīta 5298: 5237:Promoting Literacy Through Music 4907: 3021:10.1111/j.0956-7976.2004.00711.x 2061: 1580:Swathi Thirunal College of Music 1092: 932: 478: 399: 7315:Jazz and popular music glossary 5225:. Toronto: B.M.I. Canada. 37 p. 4935: 4882: 4856: 4828: 4800: 4775: 4748: 4721: 4705: 4687:Music of Death and New Creation 4676: 4651: 4638: 4604: 4570: 4535: 4501: 4467: 4442: 4407: 4370: 4359: 4334: 4318:. 24 April 2008. 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Wilson; 3097:10.1016/j.ijedudev.2019.102105 2739:American Journal of Psychology 2668:10.1523/JNEUROSCI.0274-23.2023 2303: 2277: 2250: 2241: 2225: 2191: 2169: 1576:Indira Kala Sangeet University 913:Cross-cultural music education 526:Gordon's music learning theory 32:Music teacher (disambiguation) 13: 1: 7513: 5599:Philippine art songs—Kundiman 5519:Afghan classical music—Klasik 5223:The Composer in the Classroom 4139:Journal of Cultural Economics 2636:10.1016/s0885-2006(00)00050-8 2564:Joanne Lipman, New York Times 2134: 724:Students with a music teacher 9856:United States Virgin Islands 7526: 7460:Record production portal 7305:Cultural and regional genres 5564:Indonesian art music—Gamelan 5160:Black Music Research Journal 5126:10.1016/j.sbspro.2015.04.443 5107:Sorin-Avram, Vîrtop (2015). 5008:. Russell House Publishing. 4577:Hildegard Froehlich (2007). 3959:Arts Education Policy Review 3069:10.1080/02673843.2013.785438 2812:Journal of Education Finance 1683: 1618: 855:Music education philosophers 646:. These standards call for: 532:Gordon music learning theory 7: 9618:Education in North America 6076:Music technology (electric) 5614:Thai classical music—Piphat 5569:Japanese court music—Gagaku 5221:Schafer, R. Murray (1965). 5150:XXXVII No. 1 (2004): 11–14. 5006:Community Music: A Handbook 4428:10.1080/1461380032000182849 3885:, Oxford University Press, 3687:Szoblik, Katarzyna (2020). 2724:10.1037/0278-7393.20.6.1471 2656:The Journal of Neuroscience 2109:Research in Music Education 2054: 1635:(palaces) in the cities of 1588:Rabindra Bharati University 1134:and George Webb formed the 992:Music education in Barbados 985: 341:Instructional methodologies 177: 10: 10474: 10068:Education in South America 8163: 5722:History of the harpsichord 5609:Kandyan dance of Sri Lanka 5092:10.1177/025576148701000103 4714:ed. Jonathan McCollum and 4683:Bakan, Michael B. (1999). 4658:Lindsay, Jennifer (1979). 4151:10.1007/s10824-020-09387-z 3924:10.1177/153660069701900102 3848:10.1177/153660061303400203 3798:10.1177/153660060402500203 3175:10.3758/s13421-020-01060-2 2834:childrensmusicworkshop.com 2432:"Music as a Teaching Tool" 2114:Timeline of jazz education 2001:Professional organizations 1657: 1550: 1492: 1464: 1296:Comprehensive Musicianship 1290:Contemporary Music Project 1222:Measures of Musical Talent 1144:Johann Heinrich Pestalozzi 1096: 989: 936: 836:spatial-temporal reasoning 621: 590: 529: 482: 428: 403: 365: 65:music teachers, school or 36: 29: 10319: 10271: 10189: 10146: 10073: 9979: 9956: 9875: 9831:Saint Pierre and Miquelon 9749: 9623: 9596: 9548: 9510: 9252: 9211: 9170: 9130: 8872: 8786: 8761: 8480: 8467: 8456: 8432: 8386: 8352: 8311: 8293: 8254: 8236: 8202: 8178:Early childhood education 8171: 8158: 8108: 7938: 7885: 7707: 7560: 7532: 7521: 7433: 7338: 7267: 6267: 6253: 6104: 6014: 5896: 5837: 5759: 5702: 5632: 5549:Chinese traditional music 5509: 5459: 5451: 5348: 4964:Kertz-Welzel, Alexandra. 4961:22 No. 3 (2004): 277–286. 4508:Roberta Lamb (May 2004). 2236:The Canadian Encyclopedia 1660:Music education in Uganda 1653: 1623:The Indonesian island of 1557:Music education in Israel 1553:Music education in Turkey 1488: 889:also criticize advocates 10372:Barbara Reeder Lundquist 10306:Psychoanalysis and music 10039:Northern Mariana Islands 9851:Turks and Caicos Islands 8932:East Timor (Timor-Leste) 8528:Central African Republic 6431:Central African Republic 5974:Computational musicology 5524:Andalusi classical music 4954:XXVI no. 1 (2004): 8-27. 4556:10.1177/0027432112442944 4416:Music Education Research 4290:"Child's Bill of Rights" 4275:Riley, Martha Chrisman, 3971:10.3200/AEPR.109.2.27-32 3830:Lorenzino, Lisa (2013). 3648:Both, Arnd Adje (2007). 3545:10.1177/0255761413487281 3343:10.1525/mp.2006.23.4.305 2892:Journal of Music Therapy 2857:Journal of Music Therapy 2793:Journal of Band Research 1794:Patricia Shehan Campbell 1572:Visva-Bharati University 1561: 1495:Music education in Italy 1058: 939:Women in music education 633:Standards and assessment 555:Patricia Shehan Campbell 510:in association with the 10004:Cocos (Keeling) Islands 9193:Cocos (Keeling) Islands 7320:Music genres and styles 5624:Western classical music 5594:Persian classical music 4757:Music Educators Journal 4544:Music Educators Journal 4185:Villalobos, Mariángel. 4002:Music Educators Journal 3736:Healy, Paul F. (1988). 3378:10.1111/1467-9280.00345 3304:10.1111/1467-9280.00169 2581:Music Educators Journal 1752:Notable music educators 1546: 1377:The Ann Arbor Symposium 1190:in 1998, and currently 1136:Boston Academy of Music 1012:calmecac, telpochcalli, 840:National Anthem Project 826:, and the movement in 824:National Anthem Project 512:Yamaha Music Foundation 310:music canon, including 304:philosophy of education 210:. In countries such as 10301:Online music education 9781:British Virgin Islands 9295:Bosnia and Herzegovina 7300:Classical music genres 6376:Bosnia and Herzegovina 5917:Doctor of Musical Arts 5742:History of the trumpet 5554:Indian classical music 4836:"Don't stop the Music" 4104:10.1511/2020.108.4.210 3163:Memory & Cognition 2084:Colored music notation 1799:F. Melius Christiansen 1596:Guru-Shishya parampara 1592:Indian classical music 1479:popular music pedagogy 1471:online music education 1031: 948: 725: 706: 602: 593:Popular music pedagogy 587:Popular music pedagogy 572:University of Hartford 562:Conversational Solfège 494: 469:percussion instruments 440: 415: 384:musician and educator 377: 187: 164:Popular music pedagogy 128:musician and educator 88:education students at 51: 9982:and other territories 9721:Saint Kitts and Nevis 8688:São Tomé and Príncipe 8548:Republic of the Congo 7126:São Tomé and Príncipe 7001:Saint Kitts and Nevis 6981:Republic of the Congo 5747:History of the violin 5056:"Psychology of Music" 4841:Musica Viva Australia 3879:"Early Music America" 3650:"Aztec Music Culture" 3366:Psychological Science 3292:Psychological Science 2999:Psychological Science 2457:"Lullabies of Europe" 2119:Visual arts education 1884:Émile Jaques-Dalcroze 1804:Frances Elliott Clark 1738:Musica Viva Australia 1584:Prayag Sangeet Samiti 1570:after he founded the 1521:Émile Jaques-Dalcroze 1140:Manuel of Instruction 1097:Further information: 1029: 946: 723: 701: 600: 538:music learning theory 518:Other notable methods 492: 438: 413: 392:, improvisation, and 386:Émile Jaques-Dalcroze 376:Émile Jaques-Dalcroze 375: 314:, of Indonesia (e.g. 185: 130:Émile Jaques-Dalcroze 49: 10453:Occupations in music 9870:Education in Oceania 9246:Education in Europe 9107:United Arab Emirates 8474:Education in Africa 7697:Instructional design 7196:United Arab Emirates 6261: 5969:Cognitive musicology 5307:at Wikimedia Commons 4648:. 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Regelski. 4296:on 29 September 2008 3512:Bicknell, Jeanette. 1934:Luther Whiting Mason 1730:Don't Stop The Music 1539:heritage, while the 1501:Sistine Chapel Choir 1475:world music pedagogy 1351:Tanglewood Symposium 1212:Frances Elliot Clark 1179:Oberlin Conservatory 1148:Luther Whiting Mason 828:World Music Pedagogy 747:academic achievement 548:World music pedagogy 312:music of West Africa 9736:Trinidad and Tobago 9631:Antigua and Barbuda 9511:States with limited 9134:limited recognition 8763:States with limited 8462:Education by region 8188:Secondary education 8100:Teaching philosophy 8003:Pedagogical pattern 7946:21st century skills 7925:Religious education 7568:Aims and objectives 7346:Aesthetics of music 7161:Trinidad and Tobago 6296:Antigua and Barbuda 5780:Band (rock and pop) 5704:Musical instruments 5579:Lao classical music 3883:Oxford Music Online 3738:"Music of the Maya" 3706:10.1017/tam.2020.35 3253:1999Natur.400..826C 2904:10.1093/jmt/44.1.23 2869:10.1093/jmt/44.1.23 2463:on 7 September 2014 2257:Roberts, Willie J. 1919:Ellis Marsalis, Jr. 1779:Edward Bailey Birge 1690:National Curriculum 1568:Rabindranath Tagore 1509:Paris Conservatoire 887:Eugenia Costa-Giomi 781:Teaching with music 732:The European Union 713:One example is the 677:and notating music. 609:and other forms of 326:music), as well as 170:and other forms of 10402:Alphons Silbermann 10202:Schools portal 9671:Dominican Republic 8866:Education in Asia 8193:Tertiary education 8131:Learning resources 7622:Education sciences 7408:Musical instrument 7376:Music and politics 6506:Dominican Republic 6254:By sovereign state 5574:Korean court music 5534:Azerbaijani Mugham 4092:American Scientist 3654:The World of Music 3457:www.seer.unirio.br 2566:. October 12, 2013 2544:on 4 November 2013 2489:. 11 February 2011 2405:. 8 September 2021 1994:Heitor Villa-Lobos 1939:Lin Manuel Miranda 1724:In November 2018, 1173:Early 20th century 1032: 1002:Historical aspects 949: 883:Glenn Schellenberg 751:University of Graz 726: 707: 603: 578:Carabo-Cone method 495: 441: 416: 378: 322:music), Zimbabwe ( 290:, music education 275:music appreciation 260:junior high school 188: 156:with understanding 98:music appreciation 67:music conservatory 52: 10435: 10434: 10417:Christopher Small 10362:Maurice Halbwachs 10231: 10230: 10185: 10184: 10181: 10180: 10153:other territories 10062: 10061: 10054:Wallis and Futuna 9999:Clipperton Island 9957:Associated states 9864: 9863: 9753:other territories 9612: 9611: 9239: 9238: 9176:other territories 8859: 8858: 8790:other territories 8563:Equatorial Guinea 8452: 8451: 8427: 8426: 8423: 8422: 8418: 8417: 8414: 8413: 8409: 8408: 8346: 8345: 8341: 8340: 8337: 8336: 8332: 8331: 8287: 8286: 8282: 8281: 8278: 8277: 8273: 8272: 8230: 8229: 8225: 8224: 8183:Primary education 8154: 8153: 8043:Dialogic learning 8013:Teacher retention 7966:Critical thinking 7961:Class arrangement 7930:Special education 7605:Standardized test 7588:Course evaluation 7481: 7480: 7366:Music and fashion 7361:Music and emotion 7263: 7262: 6531:Equatorial Guinea 6027:A-side and B-side 5932:Music archaeology 5907:Bachelor of Music 5755: 5754: 5689:Psychedelic music 5684:Progressive music 5604:Scottish Ceòl Mór 5419: 5418: 5303:Media related to 5214:978-1-57886-523-9 5000:978-0-262-20168-1 4870:. 2 February 2019 4844:. 31 January 2019 4698:978-0-226-03488-1 4669:978-0-19-580413-3 3247:(6747): 826–827. 2836:. 5 November 2014 2662:(37): 6430–6446. 2359:. March 14, 2012. 2291:on 24 August 2007 1969:Christopher Small 1964:R. Murray Schafer 1889:Dmitry Kabalevsky 1879:Jere T. Humphreys 1774:Leonard Bernstein 1711:Western Australia 1505:Vienna Boys Choir 1462: 1461: 974:discrimination." 903:Marissa Silverman 863:Estelle Jorgensen 804:confirmation bias 318:), Mexico (e.g., 228:secondary schools 220:Indian Raga music 16:(Redirected from 10465: 10422:Norman Stanfield 10337:Howard S. Becker 10258: 10251: 10244: 10235: 10234: 10221: 10220: 10211: 10210: 10200: 10199: 10198: 10173: 10161:Falkland Islands 10075:Sovereign states 10064: 10063: 10044:Pitcairn Islands 10014:French Polynesia 9994:Christmas Island 9923:Papua New Guinea 9903:Marshall Islands 9876:Sovereign states 9866: 9865: 9821:Saint Barthélemy 9751:Dependencies and 9624:Sovereign states 9614: 9613: 9549:Dependencies and 9253:Sovereign states 9241: 9240: 9229: 9219: 9218: 9188:Christmas Island 8874:Sovereign states 8861: 8860: 8851: 8850:(United Kingdom) 8846:Tristan da Cunha 8842:Ascension Island 8834: 8821: 8812: 8788:Dependencies and 8481:Sovereign states 8469: 8468: 8458: 8457: 8441: 8389: 8388: 8384: 8383: 8359:Higher education 8355: 8354: 8350: 8349: 8314: 8313: 8309: 8308: 8300:Secondary school 8296: 8295: 8291: 8290: 8257: 8256: 8252: 8251: 8239: 8238: 8234: 8233: 8205: 8204: 8200: 8199: 8174: 8173: 8160: 8159: 8088:Student-centered 8073:Phenomenon-based 8063:Peer instruction 8028:Blended learning 7951:Bloom's taxonomy 7915:Gifted education 7910:Education reform 7742:Computer science 7523: 7522: 7508: 7501: 7494: 7485: 7484: 7470: 7469: 7458: 7457: 7456: 7446:Music portal 7444: 7443: 7442: 7398:Music technology 7386:Environmentalism 7339:Related articles 6946:Papua New Guinea 6811:Marshall Islands 6258: 6257: 6204:Central American 5942:Music psychology 5827:Backing vocalist 5664:Electronic music 5507: 5506: 5461:History of music 5446: 5439: 5432: 5423: 5422: 5335: 5328: 5321: 5312: 5311: 5302: 5288: 5218: 5191: 5130: 5128: 5103: 5074: 5054:Seashore, Carl, 4930: 4929: 4927: 4925: 4911: 4905: 4904: 4902: 4900: 4886: 4880: 4879: 4877: 4875: 4860: 4854: 4853: 4851: 4849: 4832: 4826: 4825: 4823: 4821: 4814:The Conversation 4804: 4798: 4797: 4795: 4793: 4779: 4773: 4772: 4752: 4746: 4745: 4725: 4719: 4709: 4703: 4702: 4690: 4680: 4674: 4673: 4660:Javanese Gamelan 4655: 4649: 4642: 4636: 4635: 4633: 4631: 4617: 4608: 4602: 4601: 4599: 4597: 4583: 4574: 4568: 4567: 4539: 4533: 4532: 4530: 4528: 4514: 4505: 4499: 4498: 4496: 4494: 4480: 4471: 4465: 4464: 4462: 4460: 4446: 4440: 4439: 4411: 4405: 4404: 4402: 4400: 4383: 4374: 4368: 4363: 4357: 4356: 4354: 4352: 4338: 4332: 4331: 4329: 4327: 4322:on 24 April 2008 4312: 4306: 4305: 4303: 4301: 4286: 4280: 4273: 4267: 4261: 4255: 4254: 4244: 4220: 4214: 4211: 4202: 4201: 4199: 4197: 4182: 4171: 4170: 4130: 4124: 4123: 4083: 4077: 4076: 4040: 4034: 4033: 3997: 3991: 3990: 3950: 3944: 3943: 3907: 3901: 3900: 3899: 3897: 3874: 3868: 3867: 3827: 3818: 3817: 3777: 3766: 3765: 3733: 3727: 3726: 3708: 3684: 3678: 3677: 3645: 3636: 3635: 3633: 3631: 3616: 3603: 3596: 3587: 3586: 3584: 3582: 3568: 3557: 3556: 3528: 3522: 3521: 3518:Psychology Today 3509: 3500: 3497: 3491: 3488: 3482: 3479: 3473: 3472: 3470: 3468: 3459:. Archived from 3449: 3443: 3440: 3431: 3426: 3420: 3413: 3407: 3404: 3398: 3397: 3361: 3355: 3354: 3331:Music Perception 3322: 3316: 3315: 3287: 3281: 3280: 3236: 3230: 3229: 3227: 3225: 3211: 3205: 3204: 3194: 3169:(8): 1429–1441. 3154: 3148: 3147: 3145: 3143: 3129: 3123: 3122: 3116: 3108: 3080: 3074: 3073: 3071: 3047: 3041: 3040: 3014: 2994: 2985: 2984: 2967:(3/4): 167–178. 2956: 2950: 2947: 2941: 2940: 2938: 2936: 2922: 2916: 2915: 2887: 2881: 2880: 2852: 2846: 2845: 2843: 2841: 2826: 2820: 2819: 2807: 2801: 2800: 2788: 2782: 2778: 2772: 2769: 2763: 2762: 2734: 2728: 2727: 2718:(6): 1471–1485. 2707: 2698: 2697: 2687: 2646: 2640: 2639: 2619: 2613: 2612: 2576: 2567: 2560: 2554: 2553: 2551: 2549: 2540:. Archived from 2530: 2524: 2523: 2521: 2519: 2505: 2499: 2498: 2496: 2494: 2479: 2473: 2472: 2470: 2468: 2459:. Archived from 2453: 2447: 2446: 2444: 2442: 2428: 2415: 2414: 2412: 2410: 2395: 2386: 2385: 2383: 2381: 2372:. Archived from 2366: 2360: 2349: 2343: 2342:. April 1. 2005. 2334: 2328: 2325: 2319: 2316: 2310: 2307: 2301: 2300: 2298: 2296: 2287:. Archived from 2281: 2275: 2274: 2272: 2270: 2254: 2248: 2245: 2239: 2229: 2223: 2222: 2220: 2218: 2195: 2189: 2182: 2176: 2173: 2167: 2166: 2164: 2162: 2147: 2071: 2066: 2065: 2064: 1904:Charles Leonhard 1864:Philip C. Hayden 1849:Sarah Ann Glover 1844:David J. Elliott 1809:Satis N. Coleman 1670:Listen and Learn 1594:is based on the 1541:Nordic countries 1236: 1235: 1204:Growth in music 867:David J. Elliott 830:(also known as 508:Genichi Kawakami 288:music psychology 232:musical ensemble 208:history of music 39:Music Instructor 21: 10473: 10472: 10468: 10467: 10466: 10464: 10463: 10462: 10458:Sociomusicology 10448:Music education 10438: 10437: 10436: 10431: 10367:David G. Hebert 10315: 10311:Sociomusicology 10291:Music education 10286:Music community 10281:Ethnomusicology 10267: 10265:Sociomusicology 10262: 10232: 10227: 10196: 10194: 10177: 10171: 10154: 10152: 10142: 10069: 10058: 9981: 9975: 9958: 9952: 9933:Solomon Islands 9871: 9860: 9754: 9752: 9745: 9619: 9608: 9592: 9550: 9544: 9530:Northern Cyprus 9512: 9506: 9427:North Macedonia 9248: 9235: 9207: 9175: 9166: 9147:Northern Cyprus 9133: 9126: 8868: 8855: 8854: 8849: 8832: 8819: 8810: 8791: 8789: 8782: 8766: 8764: 8757: 8476: 8463: 8448: 8447: 8428: 8419: 8410: 8402: 8395: 8373: 8361: 8342: 8333: 8325: 8320: 8302: 8283: 8274: 8266: 8261: 8245: 8226: 8218: 8211: 8167: 8150: 8104: 8023:Active learning 8018:Teaching method 7993:Learning theory 7934: 7900:Autodidacticism 7895:Adult education 7881: 7822:Performing arts 7703: 7610:Teacher quality 7600:Standards-based 7556: 7528: 7517: 7512: 7482: 7477: 7454: 7452: 7440: 7438: 7429: 7356:Fictional music 7334: 7259: 7066:Solomon Islands 6911:North Macedonia 6263: 6249: 6111: 6109:regional genres 6108: 6100: 6066:Record producer 6010: 5999:Sociomusicology 5984:Ethnomusicology 5912:Master of Music 5892: 5851: 5833: 5790:All-female band 5773: 5751: 5698: 5635: 5628: 5584:Mandé art music 5559:Byzantine music 5505: 5455: 5450: 5420: 5415: 5411:Music education 5392:Trumpet/Cornet 5386:Cailliet Method 5344: 5339: 5305:Music education 5295: 5261:10.2307/3344920 5215: 5140: 5138:Further reading 4938: 4933: 4923: 4921: 4913: 4912: 4908: 4898: 4896: 4888: 4887: 4883: 4873: 4871: 4862: 4861: 4857: 4847: 4845: 4834: 4833: 4829: 4819: 4817: 4805: 4801: 4791: 4789: 4781: 4780: 4776: 4753: 4749: 4726: 4722: 4716:David G. Hebert 4710: 4706: 4699: 4681: 4677: 4670: 4656: 4652: 4643: 4639: 4629: 4627: 4615: 4609: 4605: 4595: 4593: 4581: 4575: 4571: 4540: 4536: 4526: 4524: 4512: 4506: 4502: 4492: 4490: 4478: 4472: 4468: 4458: 4456: 4454:Maydaygroup.org 4448: 4447: 4443: 4412: 4408: 4398: 4396: 4386:Users.rider.edu 4381: 4375: 4371: 4364: 4360: 4350: 4348: 4340: 4339: 4335: 4325: 4323: 4314: 4313: 4309: 4299: 4297: 4288: 4287: 4283: 4274: 4270: 4262: 4258: 4229:Ethnomusicology 4223:Tucker (2011). 4221: 4217: 4212: 4205: 4195: 4193: 4183: 4174: 4131: 4127: 4084: 4080: 4041: 4037: 4014:10.2307/3386758 3998: 3994: 3951: 3947: 3908: 3904: 3895: 3893: 3875: 3871: 3828: 3821: 3778: 3769: 3734: 3730: 3685: 3681: 3646: 3639: 3629: 3627: 3617: 3606: 3597: 3590: 3580: 3578: 3576:parlorsongs.com 3570: 3569: 3560: 3529: 3525: 3510: 3503: 3498: 3494: 3489: 3485: 3480: 3476: 3466: 3464: 3463:on 1 March 2013 3451: 3450: 3446: 3441: 3434: 3427: 3423: 3414: 3410: 3405: 3401: 3362: 3358: 3323: 3319: 3288: 3284: 3237: 3233: 3223: 3221: 3213: 3212: 3208: 3155: 3151: 3141: 3139: 3131: 3130: 3126: 3110: 3109: 3081: 3077: 3048: 3044: 3012:10.1.1.152.4349 2995: 2988: 2973:10.2307/3333642 2957: 2953: 2948: 2944: 2934: 2932: 2924: 2923: 2919: 2888: 2884: 2853: 2849: 2839: 2837: 2828: 2827: 2823: 2808: 2804: 2789: 2785: 2779: 2775: 2770: 2766: 2751:10.2307/1422512 2735: 2731: 2708: 2701: 2647: 2643: 2620: 2616: 2593:10.2307/3398812 2577: 2570: 2561: 2557: 2547: 2545: 2532: 2531: 2527: 2517: 2515: 2507: 2506: 2502: 2492: 2490: 2481: 2480: 2476: 2466: 2464: 2455: 2454: 2450: 2440: 2438: 2430: 2429: 2418: 2408: 2406: 2397: 2396: 2389: 2379: 2377: 2368: 2367: 2363: 2350: 2346: 2335: 2331: 2326: 2322: 2317: 2313: 2308: 2304: 2294: 2292: 2283: 2282: 2278: 2268: 2266: 2255: 2251: 2246: 2242: 2232:"Orff Approach" 2230: 2226: 2216: 2214: 2212: 2196: 2192: 2183: 2179: 2174: 2170: 2160: 2158: 2148: 2141: 2137: 2089:Musical Futures 2067: 2062: 2060: 2057: 2003: 1998: 1979:Lennie Tristano 1974:Shinichi Suzuki 1924:Wynton Marsalis 1909:Joseph E. Maddy 1869:David G. Hebert 1839:Jacob Eisenberg 1829:Peter W. Dykema 1784:Nadia Boulanger 1759:Jamey Aebersold 1754: 1719:New South Wales 1699:South Australia 1686: 1662: 1656: 1621: 1564: 1559: 1549: 1537:classical music 1497: 1491: 1467: 1231: 1175: 1128: 1106: 1101: 1095: 1086: 1061: 1044:Catholic Church 1004: 999: 994: 988: 941: 935: 929: 915: 812: 783: 775:NAMM Foundation 743: 696: 635: 626: 620: 595: 589: 580: 564: 550: 534: 528: 520: 503:moral character 499:Shinichi Suzuki 487: 481: 433: 427: 408: 402: 370: 364: 362:Dalcroze method 359: 343: 300:sociomusicology 296:ethnomusicology 192:primary schools 180: 55:Music education 42: 35: 28: 23: 22: 15: 12: 11: 5: 10471: 10461: 10460: 10455: 10450: 10433: 10432: 10430: 10429: 10424: 10419: 10414: 10409: 10404: 10399: 10397:Charles Seeger 10394: 10389: 10387:Joseph Schloss 10384: 10379: 10374: 10369: 10364: 10359: 10354: 10349: 10344: 10339: 10334: 10332:Jacques Attali 10329: 10327:Theodor Adorno 10323: 10321: 10320:Notable people 10317: 10316: 10314: 10313: 10308: 10303: 10298: 10293: 10288: 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8269: 8268: 8263: 8255: 8248: 8247: 8243:Primary school 8237: 8231: 8228: 8227: 8223: 8221: 8220: 8213: 8203: 8196: 8195: 8190: 8185: 8180: 8172: 8169: 8168: 8156: 8155: 8152: 8151: 8149: 8148: 8143: 8138: 8133: 8128: 8123: 8118: 8112: 8110: 8106: 8105: 8103: 8102: 8097: 8096: 8095: 8090: 8085: 8080: 8075: 8070: 8065: 8060: 8055: 8050: 8045: 8040: 8035: 8030: 8025: 8015: 8010: 8005: 8000: 7995: 7990: 7989: 7988: 7983: 7978: 7968: 7963: 7958: 7956:Cognitive load 7953: 7948: 7942: 7940: 7936: 7935: 7933: 7932: 7927: 7922: 7917: 7912: 7907: 7902: 7897: 7891: 7889: 7883: 7882: 7880: 7879: 7874: 7869: 7864: 7859: 7854: 7849: 7844: 7839: 7834: 7829: 7824: 7819: 7814: 7809: 7804: 7799: 7794: 7789: 7784: 7779: 7774: 7769: 7764: 7759: 7754: 7749: 7744: 7739: 7734: 7729: 7724: 7719: 7713: 7711: 7705: 7704: 7702: 7701: 7700: 7699: 7689: 7684: 7679: 7674: 7669: 7664: 7659: 7654: 7649: 7644: 7639: 7634: 7629: 7627:Evidence-based 7624: 7619: 7614: 7613: 7612: 7607: 7602: 7597: 7592: 7591: 7590: 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6903: 6898: 6893: 6888: 6883: 6878: 6873: 6868: 6863: 6858: 6853: 6848: 6843: 6838: 6833: 6828: 6823: 6818: 6813: 6808: 6803: 6798: 6793: 6788: 6783: 6778: 6773: 6768: 6763: 6758: 6753: 6748: 6743: 6738: 6733: 6728: 6723: 6718: 6713: 6708: 6703: 6698: 6693: 6688: 6683: 6678: 6673: 6668: 6663: 6658: 6653: 6648: 6643: 6638: 6633: 6628: 6623: 6618: 6613: 6608: 6603: 6598: 6593: 6588: 6583: 6578: 6573: 6568: 6563: 6558: 6553: 6548: 6543: 6538: 6533: 6528: 6523: 6518: 6513: 6508: 6503: 6498: 6493: 6488: 6483: 6481:Czech Republic 6478: 6473: 6468: 6463: 6458: 6453: 6448: 6443: 6438: 6433: 6428: 6423: 6418: 6413: 6408: 6403: 6398: 6393: 6388: 6383: 6378: 6373: 6368: 6363: 6358: 6353: 6348: 6343: 6338: 6333: 6328: 6323: 6318: 6313: 6308: 6303: 6298: 6293: 6288: 6283: 6278: 6273: 6268: 6265: 6264: 6255: 6251: 6250: 6248: 6247: 6246: 6245: 6240: 6235: 6225: 6224: 6223: 6216:North American 6213: 6212: 6211: 6209:South American 6206: 6199:Latin American 6196: 6195: 6194: 6189: 6179: 6178: 6177: 6172: 6167: 6165:Middle Eastern 6162: 6157: 6147: 6146: 6145: 6140: 6135: 6130: 6125: 6114: 6112: 6105: 6102: 6101: 6099: 6098: 6093: 6088: 6083: 6078: 6073: 6068: 6063: 6058: 6056:Audio engineer 6053: 6052: 6051: 6046: 6041: 6031: 6030: 6029: 6018: 6016: 6012: 6011: 6009: 6008: 6007: 6006: 6001: 5996: 5991: 5989:New musicology 5986: 5981: 5976: 5971: 5966: 5956: 5955: 5954: 5944: 5939: 5934: 5929: 5924: 5919: 5914: 5909: 5903: 5901: 5894: 5893: 5891: 5890: 5885: 5880: 5875: 5870: 5865: 5860: 5854: 5852: 5850: 5849: 5844: 5838: 5835: 5834: 5832: 5831: 5830: 5829: 5824: 5814: 5809: 5804: 5799: 5798: 5797: 5795:Rhythm section 5792: 5787: 5776: 5774: 5772: 5771: 5766: 5760: 5757: 5756: 5753: 5752: 5750: 5749: 5744: 5739: 5734: 5729: 5724: 5719: 5714: 5708: 5706: 5700: 5699: 5697: 5696: 5691: 5686: 5681: 5676: 5671: 5666: 5661: 5656: 5651: 5646: 5640: 5638: 5630: 5629: 5627: 5626: 5621: 5616: 5611: 5606: 5601: 5596: 5591: 5586: 5581: 5576: 5571: 5566: 5561: 5556: 5551: 5546: 5541: 5536: 5531: 5526: 5521: 5515: 5513: 5504: 5503: 5498: 5497: 5496: 5486: 5481: 5476: 5471: 5465: 5463: 5457: 5456: 5449: 5448: 5441: 5434: 5426: 5417: 5416: 5414: 5413: 5408: 5405: 5404: 5403: 5401:Clarke Studies 5398: 5390: 5389: 5388: 5380: 5379: 5378: 5373: 5368: 5363: 5361:Berklee method 5355: 5349: 5346: 5345: 5338: 5337: 5330: 5323: 5315: 5309: 5308: 5294: 5293:External links 5291: 5290: 5289: 5255:(4): 213–222. 5240: 5233: 5226: 5219: 5213: 5198: 5195: 5192: 5172:10.2307/779334 5166:(2): 311–336. 5151: 5144: 5139: 5136: 5135: 5134: 5131: 5104: 5075: 5062: 5059: 5052: 5049: 5046: 5043:Seashore, Carl 5040: 5037: 5034: 5031: 5017: 5002: 4988:Turkle, Sherry 4977: 4962: 4955: 4948: 4945: 4942: 4937: 4934: 4932: 4931: 4915:"ISPME – Home" 4906: 4881: 4855: 4827: 4799: 4774: 4747: 4736:(3): 260–283. 4720: 4704: 4697: 4675: 4668: 4650: 4637: 4603: 4569: 4534: 4500: 4466: 4441: 4406: 4369: 4358: 4333: 4307: 4281: 4268: 4256: 4235:(3): 387–413. 4215: 4203: 4172: 4125: 4078: 4035: 3992: 3945: 3902: 3869: 3842:(2): 101–118. 3819: 3767: 3728: 3699:(4): 513–537. 3679: 3637: 3625:slideshare.net 3604: 3588: 3558: 3539:(2): 202–216. 3523: 3501: 3492: 3483: 3474: 3444: 3432: 3421: 3408: 3399: 3372:(3): 248–251. 3356: 3337:(4): 305–318. 3317: 3298:(4): 366–369. 3282: 3231: 3206: 3149: 3124: 3075: 3062:(2): 228–244. 3042: 3005:(8): 511–514. 2986: 2951: 2942: 2917: 2882: 2847: 2821: 2802: 2783: 2781:Clearinghouse. 2773: 2764: 2745:(4): 591–603. 2729: 2699: 2641: 2630:(2): 215–228. 2614: 2568: 2555: 2525: 2500: 2474: 2448: 2416: 2387: 2376:on 12 May 2008 2361: 2357:Zee News India 2344: 2340:Times of India 2329: 2320: 2311: 2302: 2276: 2249: 2240: 2224: 2210: 2190: 2177: 2168: 2138: 2136: 2133: 2132: 2131: 2126: 2121: 2116: 2111: 2106: 2101: 2096: 2091: 2086: 2081: 2073: 2072: 2056: 2053: 2052: 2051: 2045: 2040: 2034: 2029: 2024: 2019: 2014: 2009: 2002: 1999: 1997: 1996: 1991: 1986: 1981: 1976: 1971: 1966: 1961: 1959:Bennett Reimer 1956: 1951: 1946: 1941: 1936: 1931: 1926: 1921: 1916: 1911: 1906: 1901: 1899:Paul R. Lehman 1896: 1891: 1886: 1881: 1876: 1874:Paul Hindemith 1871: 1866: 1861: 1856: 1851: 1846: 1841: 1836: 1831: 1826: 1821: 1816: 1811: 1806: 1801: 1796: 1791: 1786: 1781: 1776: 1771: 1769:Ysaye Barnwell 1766: 1761: 1755: 1753: 1750: 1746:Salvation Army 1726:ABC Television 1685: 1682: 1655: 1652: 1648:maguru panggul 1620: 1617: 1563: 1560: 1548: 1545: 1490: 1487: 1466: 1463: 1460: 1459: 1455: 1450: 1446: 1445: 1442: 1439: 1435: 1434: 1431: 1426: 1422: 1421: 1417: 1414: 1410: 1409: 1405: 1402: 1398: 1397: 1390: 1387: 1383: 1382: 1379: 1374: 1370: 1369: 1366: 1361: 1357: 1356: 1353: 1348: 1344: 1343: 1340: 1335: 1331: 1330: 1323: 1318: 1314: 1313: 1310: 1304: 1300: 1299: 1292: 1287: 1283: 1282: 1279: 1273: 1269: 1268: 1265: 1262: 1258: 1257: 1254: 1251: 1247: 1246: 1243: 1240: 1230: 1227: 1226: 1225: 1215: 1209: 1202: 1199: 1174: 1171: 1127: 1124: 1105: 1102: 1094: 1091: 1085: 1082: 1060: 1057: 1003: 1000: 998: 995: 987: 984: 966:normal schools 937:Main article: 934: 931: 914: 911: 875:Keith Swanwick 859:Bennett Reimer 811: 810:Music advocacy 808: 782: 779: 742: 739: 715:Kennedy Center 695: 692: 691: 690: 687: 684: 681: 678: 672: 666: 660: 654: 634: 631: 622:Main article: 619: 616: 591:Main article: 588: 585: 579: 576: 563: 560: 549: 546: 530:Main article: 527: 524: 519: 516: 483:Main article: 480: 477: 431:Orff Schulwerk 429:Main article: 426: 425:Orff Schulwerk 423: 404:Main article: 401: 398: 366:Main article: 363: 360: 358: 355: 342: 339: 294:, educational 292:historiography 179: 176: 138:Orff Schulwerk 26: 18:Music pedagogy 9: 6: 4: 3: 2: 10470: 10459: 10456: 10454: 10451: 10449: 10446: 10445: 10443: 10428: 10425: 10423: 10420: 10418: 10415: 10413: 10412:John Shepherd 10410: 10408: 10405: 10403: 10400: 10398: 10395: 10393: 10392:Alfred Schutz 10390: 10388: 10385: 10383: 10380: 10378: 10375: 10373: 10370: 10368: 10365: 10363: 10360: 10358: 10355: 10353: 10352:Norbert Elias 10350: 10348: 10345: 10343: 10342:Georgina Born 10340: 10338: 10335: 10333: 10330: 10328: 10325: 10324: 10322: 10318: 10312: 10309: 10307: 10304: 10302: 10299: 10297: 10294: 10292: 10289: 10287: 10284: 10282: 10279: 10277: 10274: 10273: 10270: 10266: 10259: 10254: 10252: 10247: 10245: 10240: 10239: 10236: 10224: 10216: 10214: 10206: 10204: 10203: 10192: 10191: 10188: 10174: 10169: 10167: 10166:French Guiana 10164: 10162: 10159: 10158: 10156: 10150: 10145: 10139: 10136: 10134: 10131: 10129: 10126: 10124: 10121: 10119: 10116: 10114: 10111: 10109: 10106: 10104: 10101: 10099: 10096: 10094: 10091: 10089: 10086: 10084: 10081: 10080: 10078: 10076: 10072: 10065: 10055: 10052: 10050: 10047: 10045: 10042: 10040: 10037: 10035: 10032: 10030: 10029:New Caledonia 10027: 10025: 10022: 10020: 10017: 10015: 10012: 10010: 10009:Easter Island 10007: 10005: 10002: 10000: 9997: 9995: 9992: 9990: 9987: 9986: 9984: 9978: 9972: 9969: 9967: 9964: 9963: 9961: 9955: 9949: 9946: 9944: 9941: 9939: 9936: 9934: 9931: 9929: 9926: 9924: 9921: 9919: 9916: 9914: 9911: 9909: 9906: 9904: 9901: 9899: 9896: 9894: 9891: 9889: 9886: 9884: 9881: 9880: 9878: 9874: 9867: 9857: 9854: 9852: 9849: 9847: 9844: 9842: 9839: 9837: 9834: 9832: 9829: 9827: 9824: 9822: 9819: 9817: 9814: 9812: 9809: 9807: 9804: 9802: 9799: 9797: 9794: 9792: 9789: 9787: 9784: 9782: 9779: 9777: 9774: 9772: 9769: 9767: 9764: 9762: 9759: 9758: 9756: 9748: 9742: 9741:United States 9739: 9737: 9734: 9732: 9729: 9727: 9724: 9722: 9719: 9717: 9714: 9712: 9709: 9707: 9704: 9702: 9699: 9697: 9694: 9692: 9689: 9687: 9684: 9682: 9679: 9677: 9674: 9672: 9669: 9667: 9664: 9662: 9659: 9657: 9654: 9652: 9649: 9647: 9644: 9642: 9639: 9637: 9634: 9632: 9629: 9628: 9626: 9622: 9615: 9605: 9602: 9601: 9599: 9595: 9589: 9586: 9584: 9581: 9579: 9576: 9574: 9571: 9569: 9566: 9564: 9563:Faroe Islands 9561: 9559: 9556: 9555: 9553: 9547: 9541: 9538: 9536: 9535:South Ossetia 9533: 9531: 9528: 9526: 9523: 9521: 9518: 9517: 9515: 9509: 9503: 9500: 9498: 9495: 9493: 9490: 9488: 9485: 9483: 9480: 9478: 9475: 9473: 9470: 9468: 9465: 9463: 9460: 9458: 9455: 9453: 9450: 9448: 9445: 9443: 9440: 9438: 9435: 9433: 9430: 9428: 9425: 9423: 9420: 9418: 9415: 9413: 9410: 9408: 9405: 9403: 9400: 9398: 9395: 9393: 9390: 9388: 9387:Liechtenstein 9385: 9383: 9380: 9378: 9375: 9373: 9370: 9368: 9366: 9363: 9361: 9358: 9356: 9353: 9351: 9348: 9346: 9343: 9341: 9338: 9336: 9333: 9331: 9328: 9326: 9323: 9321: 9318: 9316: 9313: 9311: 9308: 9306: 9303: 9301: 9298: 9296: 9293: 9291: 9288: 9286: 9283: 9281: 9278: 9276: 9273: 9271: 9268: 9266: 9263: 9261: 9258: 9257: 9255: 9251: 9247: 9242: 9232: 9228: 9224: 9222: 9214: 9213: 9210: 9204: 9201: 9199: 9196: 9194: 9191: 9189: 9186: 9184: 9181: 9180: 9178: 9173: 9169: 9163: 9160: 9158: 9157:South Ossetia 9155: 9153: 9150: 9148: 9145: 9143: 9140: 9139: 9137: 9135: 9129: 9123: 9120: 9118: 9115: 9113: 9110: 9108: 9105: 9103: 9100: 9098: 9095: 9093: 9090: 9088: 9085: 9083: 9080: 9078: 9075: 9073: 9070: 9068: 9065: 9063: 9060: 9058: 9055: 9053: 9050: 9048: 9045: 9043: 9040: 9038: 9035: 9033: 9030: 9028: 9025: 9023: 9020: 9018: 9015: 9013: 9010: 9008: 9005: 9003: 9000: 8998: 8995: 8993: 8990: 8988: 8985: 8983: 8980: 8978: 8975: 8973: 8970: 8968: 8965: 8963: 8960: 8958: 8955: 8953: 8950: 8948: 8945: 8943: 8940: 8938: 8935: 8933: 8930: 8928: 8925: 8923: 8920: 8918: 8915: 8913: 8910: 8908: 8905: 8903: 8900: 8898: 8895: 8893: 8890: 8888: 8885: 8883: 8880: 8879: 8877: 8875: 8871: 8867: 8862: 8847: 8843: 8839: 8836: 8830: 8826: 8823: 8817: 8814: 8808: 8804: 8800: 8797: 8796: 8793: 8785: 8779: 8776: 8774: 8771: 8770: 8768: 8760: 8754: 8751: 8749: 8746: 8744: 8741: 8739: 8736: 8734: 8731: 8729: 8726: 8724: 8721: 8719: 8716: 8714: 8711: 8709: 8706: 8704: 8701: 8699: 8696: 8694: 8691: 8689: 8686: 8684: 8681: 8679: 8676: 8674: 8671: 8669: 8666: 8664: 8661: 8659: 8656: 8654: 8651: 8649: 8646: 8644: 8641: 8639: 8636: 8634: 8631: 8629: 8626: 8624: 8621: 8619: 8616: 8614: 8611: 8609: 8606: 8604: 8603:Guinea-Bissau 8601: 8599: 8596: 8594: 8591: 8589: 8586: 8584: 8581: 8579: 8576: 8574: 8571: 8569: 8566: 8564: 8561: 8559: 8556: 8554: 8551: 8549: 8546: 8544: 8541: 8539: 8536: 8534: 8531: 8529: 8526: 8524: 8521: 8519: 8516: 8514: 8511: 8509: 8506: 8504: 8501: 8499: 8496: 8494: 8491: 8489: 8486: 8485: 8483: 8479: 8475: 8470: 8466: 8459: 8455: 8444: 8440: 8436: 8435: 8431: 8406: 8401: 8398: 8394: 8393:Undergraduate 8391: 8390: 8385: 8382: 8381: 8377: 8372: 8369: 8367: 8364: 8360: 8357: 8356: 8351: 8348: 8329: 8323: 8319: 8318:Middle school 8316: 8315: 8310: 8307: 8306: 8301: 8298: 8297: 8292: 8289: 8270: 8264: 8259: 8258: 8253: 8250: 8249: 8244: 8241: 8240: 8235: 8232: 8222: 8217: 8214: 8210: 8207: 8206: 8201: 8198: 8197: 8194: 8191: 8189: 8186: 8184: 8181: 8179: 8176: 8175: 8170: 8166: 8161: 8157: 8147: 8144: 8142: 8139: 8137: 8134: 8132: 8129: 8127: 8124: 8122: 8119: 8117: 8114: 8113: 8111: 8107: 8101: 8098: 8094: 8091: 8089: 8086: 8084: 8083:Project-based 8081: 8079: 8078:Problem-based 8076: 8074: 8071: 8069: 8066: 8064: 8061: 8059: 8056: 8054: 8051: 8049: 8046: 8044: 8041: 8039: 8038:Demonstration 8036: 8034: 8033:Contemplative 8031: 8029: 8026: 8024: 8021: 8020: 8019: 8016: 8014: 8011: 8009: 8006: 8004: 8001: 7999: 7996: 7994: 7991: 7987: 7984: 7982: 7979: 7977: 7974: 7973: 7972: 7969: 7967: 7964: 7962: 7959: 7957: 7954: 7952: 7949: 7947: 7944: 7943: 7941: 7937: 7931: 7928: 7926: 7923: 7921: 7920:Homeschooling 7918: 7916: 7913: 7911: 7908: 7906: 7903: 7901: 7898: 7896: 7893: 7892: 7890: 7888: 7884: 7878: 7875: 7873: 7870: 7868: 7865: 7863: 7860: 7858: 7855: 7853: 7850: 7848: 7845: 7843: 7840: 7838: 7835: 7833: 7830: 7828: 7825: 7823: 7820: 7818: 7815: 7813: 7810: 7808: 7805: 7803: 7800: 7798: 7795: 7793: 7790: 7788: 7785: 7783: 7780: 7778: 7775: 7773: 7770: 7768: 7767:Environmental 7765: 7763: 7760: 7758: 7755: 7753: 7750: 7748: 7745: 7743: 7740: 7738: 7735: 7733: 7730: 7728: 7725: 7723: 7720: 7718: 7715: 7714: 7712: 7710: 7706: 7698: 7695: 7694: 7693: 7692:Instructional 7690: 7688: 7685: 7683: 7680: 7678: 7675: 7673: 7670: 7668: 7665: 7663: 7660: 7658: 7655: 7653: 7650: 7648: 7645: 7643: 7640: 7638: 7635: 7633: 7630: 7628: 7625: 7623: 7620: 7618: 7615: 7611: 7608: 7606: 7603: 7601: 7598: 7596: 7595:Psychometrics 7593: 7589: 7586: 7585: 7584: 7581: 7580: 7579: 7576: 7574: 7571: 7569: 7566: 7565: 7563: 7559: 7553: 7550: 7548: 7545: 7543: 7540: 7539: 7537: 7535: 7531: 7524: 7520: 7516: 7509: 7504: 7502: 7497: 7495: 7490: 7489: 7486: 7474: 7473: 7464: 7462: 7461: 7450: 7448: 7447: 7436: 7435: 7432: 7426: 7423: 7419: 7416: 7414: 7411: 7410: 7409: 7406: 7404: 7403:Music therapy 7401: 7399: 7396: 7394: 7391: 7387: 7384: 7382: 7379: 7378: 7377: 7374: 7372: 7369: 7367: 7364: 7362: 7359: 7357: 7354: 7352: 7349: 7347: 7344: 7343: 7341: 7337: 7331: 7328: 7326: 7323: 7321: 7318: 7316: 7313: 7311: 7308: 7306: 7303: 7301: 7298: 7296: 7293: 7291: 7288: 7286: 7283: 7281: 7278: 7276: 7273: 7272: 7270: 7266: 7257: 7254: 7252: 7249: 7247: 7244: 7242: 7239: 7237: 7234: 7232: 7229: 7227: 7224: 7222: 7219: 7217: 7214: 7212: 7209: 7207: 7206:United States 7204: 7202: 7199: 7197: 7194: 7192: 7189: 7187: 7184: 7182: 7179: 7177: 7174: 7172: 7169: 7167: 7164: 7162: 7159: 7157: 7154: 7152: 7149: 7147: 7144: 7142: 7139: 7137: 7134: 7132: 7129: 7127: 7124: 7122: 7119: 7117: 7114: 7112: 7109: 7107: 7104: 7102: 7099: 7097: 7094: 7092: 7089: 7087: 7084: 7082: 7079: 7077: 7074: 7072: 7069: 7067: 7064: 7062: 7059: 7057: 7054: 7052: 7049: 7047: 7044: 7042: 7039: 7037: 7034: 7032: 7029: 7027: 7024: 7022: 7019: 7017: 7014: 7012: 7009: 7007: 7004: 7002: 6999: 6997: 6994: 6992: 6989: 6987: 6984: 6982: 6979: 6977: 6974: 6972: 6969: 6967: 6964: 6962: 6959: 6957: 6954: 6952: 6949: 6947: 6944: 6942: 6939: 6937: 6934: 6932: 6929: 6927: 6924: 6922: 6919: 6917: 6914: 6912: 6909: 6907: 6904: 6902: 6899: 6897: 6894: 6892: 6889: 6887: 6884: 6882: 6879: 6877: 6874: 6872: 6869: 6867: 6864: 6862: 6859: 6857: 6854: 6852: 6849: 6847: 6844: 6842: 6839: 6837: 6834: 6832: 6829: 6827: 6824: 6822: 6819: 6817: 6814: 6812: 6809: 6807: 6804: 6802: 6799: 6797: 6794: 6792: 6789: 6787: 6784: 6782: 6779: 6777: 6774: 6772: 6769: 6767: 6766:Liechtenstein 6764: 6762: 6759: 6757: 6754: 6752: 6749: 6747: 6744: 6742: 6739: 6737: 6734: 6732: 6729: 6727: 6724: 6722: 6719: 6717: 6714: 6712: 6709: 6707: 6704: 6702: 6699: 6697: 6694: 6692: 6689: 6687: 6684: 6682: 6679: 6677: 6674: 6672: 6669: 6667: 6664: 6662: 6659: 6657: 6654: 6652: 6649: 6647: 6644: 6642: 6639: 6637: 6634: 6632: 6629: 6627: 6624: 6622: 6621:Guinea-Bissau 6619: 6617: 6614: 6612: 6609: 6607: 6604: 6602: 6599: 6597: 6594: 6592: 6589: 6587: 6584: 6582: 6579: 6577: 6574: 6572: 6569: 6567: 6564: 6562: 6559: 6557: 6554: 6552: 6549: 6547: 6544: 6542: 6539: 6537: 6534: 6532: 6529: 6527: 6524: 6522: 6519: 6517: 6514: 6512: 6509: 6507: 6504: 6502: 6499: 6497: 6494: 6492: 6489: 6487: 6484: 6482: 6479: 6477: 6474: 6472: 6469: 6467: 6464: 6462: 6459: 6457: 6454: 6452: 6449: 6447: 6444: 6442: 6439: 6437: 6434: 6432: 6429: 6427: 6424: 6422: 6419: 6417: 6414: 6412: 6409: 6407: 6404: 6402: 6399: 6397: 6394: 6392: 6389: 6387: 6384: 6382: 6379: 6377: 6374: 6372: 6369: 6367: 6364: 6362: 6359: 6357: 6354: 6352: 6349: 6347: 6344: 6342: 6339: 6337: 6334: 6332: 6329: 6327: 6324: 6322: 6319: 6317: 6314: 6312: 6309: 6307: 6304: 6302: 6299: 6297: 6294: 6292: 6289: 6287: 6284: 6282: 6279: 6277: 6274: 6272: 6269: 6266: 6259: 6256: 6252: 6244: 6241: 6239: 6236: 6234: 6231: 6230: 6229: 6226: 6222: 6219: 6218: 6217: 6214: 6210: 6207: 6205: 6202: 6201: 6200: 6197: 6193: 6190: 6188: 6185: 6184: 6183: 6180: 6176: 6173: 6171: 6168: 6166: 6163: 6161: 6158: 6156: 6153: 6152: 6151: 6148: 6144: 6141: 6139: 6136: 6134: 6131: 6129: 6126: 6124: 6121: 6120: 6119: 6116: 6115: 6113: 6110: 6107:Cultural and 6103: 6097: 6094: 6092: 6089: 6087: 6084: 6082: 6079: 6077: 6074: 6072: 6069: 6067: 6064: 6062: 6059: 6057: 6054: 6050: 6047: 6045: 6042: 6040: 6037: 6036: 6035: 6034:Extended play 6032: 6028: 6025: 6024: 6023: 6020: 6019: 6017: 6013: 6005: 6004:Zoomusicology 6002: 6000: 5997: 5995: 5992: 5990: 5987: 5985: 5982: 5980: 5979:Ecomusicology 5977: 5975: 5972: 5970: 5967: 5965: 5964:Biomusicology 5962: 5961: 5960: 5957: 5953: 5950: 5949: 5948: 5945: 5943: 5940: 5938: 5937:Music history 5935: 5933: 5930: 5928: 5925: 5923: 5920: 5918: 5915: 5913: 5910: 5908: 5905: 5904: 5902: 5899: 5895: 5889: 5886: 5884: 5881: 5879: 5876: 5874: 5873:Improvisation 5871: 5869: 5866: 5864: 5861: 5859: 5856: 5855: 5853: 5848: 5845: 5843: 5840: 5839: 5836: 5828: 5825: 5823: 5822:Lead vocalist 5820: 5819: 5818: 5817:Military band 5815: 5813: 5810: 5808: 5805: 5803: 5800: 5796: 5793: 5791: 5788: 5786: 5783: 5782: 5781: 5778: 5777: 5775: 5770: 5767: 5765: 5762: 5761: 5758: 5748: 5745: 5743: 5740: 5738: 5735: 5733: 5730: 5728: 5725: 5723: 5720: 5718: 5715: 5713: 5710: 5709: 5707: 5705: 5701: 5695: 5692: 5690: 5687: 5685: 5682: 5680: 5677: 5675: 5672: 5670: 5669:Hip hop music 5667: 5665: 5662: 5660: 5659:Country music 5657: 5655: 5652: 5650: 5647: 5645: 5642: 5641: 5639: 5637: 5631: 5625: 5622: 5620: 5617: 5615: 5612: 5610: 5607: 5605: 5602: 5600: 5597: 5595: 5592: 5590: 5589:Ottoman music 5587: 5585: 5582: 5580: 5577: 5575: 5572: 5570: 5567: 5565: 5562: 5560: 5557: 5555: 5552: 5550: 5547: 5545: 5542: 5540: 5537: 5535: 5532: 5530: 5527: 5525: 5522: 5520: 5517: 5516: 5514: 5512: 5508: 5502: 5499: 5495: 5492: 5491: 5490: 5487: 5485: 5482: 5480: 5477: 5475: 5472: 5470: 5467: 5466: 5464: 5462: 5458: 5454: 5447: 5442: 5440: 5435: 5433: 5428: 5427: 5424: 5412: 5409: 5406: 5402: 5399: 5397: 5394: 5393: 5391: 5387: 5384: 5383: 5381: 5377: 5376:Suzuki method 5374: 5372: 5369: 5367: 5366:Kodály Method 5364: 5362: 5359: 5358: 5356: 5354: 5351: 5350: 5347: 5343: 5342:Music methods 5336: 5331: 5329: 5324: 5322: 5317: 5316: 5313: 5306: 5301: 5297: 5296: 5286: 5282: 5278: 5274: 5270: 5266: 5262: 5258: 5254: 5250: 5246: 5241: 5238: 5234: 5231: 5227: 5224: 5220: 5216: 5210: 5206: 5205: 5199: 5196: 5193: 5189: 5185: 5181: 5177: 5173: 5169: 5165: 5161: 5157: 5152: 5149: 5145: 5142: 5141: 5132: 5127: 5122: 5118: 5114: 5110: 5105: 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4192: 4188: 4181: 4179: 4177: 4168: 4164: 4160: 4156: 4152: 4148: 4145:(1): 63–104. 4144: 4140: 4136: 4129: 4121: 4117: 4113: 4109: 4105: 4101: 4097: 4093: 4089: 4082: 4074: 4070: 4066: 4062: 4058: 4054: 4051:(1): 102105. 4050: 4046: 4039: 4031: 4027: 4023: 4019: 4015: 4011: 4007: 4003: 3996: 3988: 3984: 3980: 3976: 3972: 3968: 3964: 3960: 3956: 3949: 3941: 3937: 3933: 3929: 3925: 3921: 3917: 3913: 3906: 3892: 3888: 3884: 3880: 3873: 3865: 3861: 3857: 3853: 3849: 3845: 3841: 3837: 3833: 3826: 3824: 3815: 3811: 3807: 3803: 3799: 3795: 3791: 3787: 3783: 3776: 3774: 3772: 3763: 3759: 3755: 3751: 3747: 3743: 3739: 3732: 3724: 3720: 3716: 3712: 3707: 3702: 3698: 3694: 3690: 3683: 3675: 3671: 3667: 3663: 3660:(2): 91–104. 3659: 3655: 3651: 3644: 3642: 3626: 3622: 3615: 3613: 3611: 3609: 3601: 3595: 3593: 3577: 3573: 3567: 3565: 3563: 3554: 3550: 3546: 3542: 3538: 3534: 3527: 3519: 3515: 3508: 3506: 3496: 3487: 3478: 3462: 3458: 3454: 3448: 3439: 3437: 3430: 3425: 3418: 3412: 3403: 3395: 3391: 3387: 3383: 3379: 3375: 3371: 3367: 3360: 3352: 3351:2006.23.4.305 3348: 3344: 3340: 3336: 3332: 3328: 3321: 3313: 3309: 3305: 3301: 3297: 3293: 3286: 3278: 3274: 3270: 3266: 3262: 3261:10.1038/23608 3258: 3254: 3250: 3246: 3242: 3235: 3220: 3216: 3210: 3202: 3198: 3193: 3188: 3184: 3180: 3176: 3172: 3168: 3164: 3160: 3153: 3138: 3134: 3128: 3120: 3114: 3106: 3102: 3098: 3094: 3091:(1): 102105. 3090: 3086: 3079: 3070: 3065: 3061: 3057: 3053: 3046: 3038: 3034: 3030: 3026: 3022: 3018: 3013: 3008: 3004: 3000: 2993: 2991: 2982: 2978: 2974: 2970: 2966: 2962: 2955: 2946: 2931: 2927: 2921: 2913: 2909: 2905: 2901: 2897: 2893: 2886: 2878: 2874: 2870: 2866: 2862: 2858: 2851: 2835: 2831: 2825: 2817: 2813: 2806: 2798: 2794: 2787: 2777: 2771:(H. Res. 266) 2768: 2760: 2756: 2752: 2748: 2744: 2740: 2733: 2725: 2721: 2717: 2713: 2706: 2704: 2695: 2691: 2686: 2681: 2677: 2673: 2669: 2665: 2661: 2657: 2653: 2645: 2637: 2633: 2629: 2625: 2618: 2610: 2606: 2602: 2598: 2594: 2590: 2586: 2582: 2575: 2573: 2565: 2559: 2543: 2539: 2535: 2529: 2514: 2510: 2504: 2488: 2484: 2478: 2462: 2458: 2452: 2437: 2433: 2427: 2425: 2423: 2421: 2404: 2400: 2394: 2392: 2375: 2371: 2365: 2358: 2354: 2348: 2341: 2338: 2333: 2324: 2315: 2306: 2290: 2286: 2280: 2264: 2260: 2253: 2244: 2237: 2233: 2228: 2213: 2211:9780199328093 2207: 2203: 2202: 2194: 2187: 2181: 2172: 2157: 2153: 2146: 2144: 2139: 2130: 2129:Voice teacher 2127: 2125: 2122: 2120: 2117: 2115: 2112: 2110: 2107: 2105: 2102: 2100: 2097: 2095: 2092: 2090: 2087: 2085: 2082: 2080: 2079: 2075: 2074: 2070: 2059: 2049: 2046: 2044: 2041: 2038: 2035: 2033: 2030: 2028: 2025: 2023: 2020: 2018: 2015: 2013: 2010: 2008: 2005: 2004: 1995: 1992: 1990: 1987: 1985: 1982: 1980: 1977: 1975: 1972: 1970: 1967: 1965: 1962: 1960: 1957: 1955: 1952: 1950: 1947: 1945: 1944:James Mursell 1942: 1940: 1937: 1935: 1932: 1930: 1927: 1925: 1922: 1920: 1917: 1915: 1912: 1910: 1907: 1905: 1902: 1900: 1897: 1895: 1894:Zoltán Kodály 1892: 1890: 1887: 1885: 1882: 1880: 1877: 1875: 1872: 1870: 1867: 1865: 1862: 1860: 1857: 1855: 1852: 1850: 1847: 1845: 1842: 1840: 1837: 1835: 1832: 1830: 1827: 1825: 1822: 1820: 1817: 1815: 1812: 1810: 1807: 1805: 1802: 1800: 1797: 1795: 1792: 1790: 1789:Allen Britton 1787: 1785: 1782: 1780: 1777: 1775: 1772: 1770: 1767: 1765: 1762: 1760: 1757: 1756: 1749: 1747: 1743: 1742:Guy Sebastian 1739: 1735: 1731: 1727: 1722: 1720: 1716: 1712: 1708: 1704: 1700: 1696: 1691: 1688:Although the 1681: 1677: 1673: 1671: 1667: 1661: 1651: 1649: 1644: 1642: 1638: 1634: 1630: 1626: 1616: 1615:film scores. 1614: 1609: 1605: 1601: 1597: 1593: 1589: 1585: 1581: 1577: 1573: 1569: 1558: 1554: 1544: 1542: 1538: 1534: 1530: 1526: 1522: 1518: 1514: 1513:Zoltan Kodaly 1510: 1506: 1502: 1496: 1486: 1482: 1480: 1476: 1472: 1456: 1454: 1451: 1448: 1447: 1443: 1440: 1437: 1436: 1432: 1430: 1427: 1424: 1423: 1418: 1415: 1412: 1411: 1406: 1403: 1400: 1399: 1395: 1391: 1388: 1385: 1384: 1380: 1378: 1375: 1372: 1371: 1367: 1365: 1362: 1359: 1358: 1354: 1352: 1349: 1346: 1345: 1341: 1339: 1336: 1333: 1332: 1328: 1324: 1322: 1319: 1316: 1315: 1311: 1308: 1305: 1302: 1301: 1297: 1293: 1291: 1288: 1285: 1284: 1280: 1278: 1274: 1271: 1270: 1266: 1263: 1260: 1259: 1255: 1252: 1249: 1248: 1244: 1241: 1238: 1237: 1234: 1223: 1219: 1218:Carl Seashore 1216: 1213: 1210: 1208:publications. 1207: 1203: 1200: 1197: 1193: 1189: 1185: 1184: 1183: 1180: 1170: 1168: 1164: 1163: 1157: 1156:Normal School 1151: 1149: 1145: 1141: 1137: 1133: 1123: 1119: 1116: 1111: 1100: 1093:United States 1090: 1081: 1077: 1075: 1071: 1067: 1056: 1052: 1049: 1048:Esteban Salas 1045: 1041: 1037: 1028: 1024: 1021: 1017: 1013: 1009: 993: 983: 981: 980:glass ceiling 975: 972: 967: 962: 957: 954: 945: 940: 933:Role of women 930: 927: 923: 919: 910: 908: 904: 900: 899:David Elliott 896: 892: 888: 884: 880: 876: 872: 868: 864: 860: 856: 851: 849: 845: 841: 837: 833: 829: 825: 821: 820:Mozart Effect 816: 807: 805: 799: 795: 791: 787: 778: 776: 770: 766: 762: 758: 754: 752: 748: 738: 735: 730: 722: 718: 716: 711: 705: 700: 688: 685: 682: 679: 676: 673: 670: 667: 664: 661: 658: 655: 652: 649: 648: 647: 645: 641: 630: 625: 615: 612: 611:popular music 608: 599: 594: 584: 575: 573: 569: 559: 556: 545: 543: 539: 533: 523: 515: 513: 509: 504: 500: 491: 486: 485:Suzuki method 479:Suzuki method 476: 474: 470: 466: 462: 458: 454: 450: 445: 437: 432: 422: 420: 419:Zoltán Kodály 412: 407: 406:Kodály method 400:Kodály method 397: 395: 391: 387: 383: 374: 369: 354: 352: 351:methodologies 348: 338: 336: 335:music lessons 331: 329: 328:popular music 325: 321: 317: 316:Gamelan music 313: 307: 305: 301: 297: 293: 289: 284: 280: 276: 272: 267: 265: 261: 257: 253: 252:marching band 249: 245: 241: 237: 233: 229: 225: 221: 217: 213: 209: 205: 201: 197: 193: 184: 175: 173: 172:popular music 169: 165: 161: 157: 153: 152: 146: 145:Suzuki method 141: 139: 135: 134:Kodály Method 131: 127: 123: 118: 116: 112: 108: 104: 99: 93: 91: 87: 83: 82:undergraduate 79: 76: 72: 68: 64: 60: 56: 48: 44: 40: 33: 19: 10407:Georg Simmel 10382:John Mueller 10377:Peter Martin 10290: 10193: 10149:Dependencies 9980:Dependencies 9966:Cook Islands 9846:Sint Maarten 9826:Saint Martin 9540:Transnistria 9172:Dependencies 9102:Turkmenistan 9067:Saudi Arabia 8838:Saint Helena 8809: 8713:South Africa 8703:Sierra Leone 8508:Burkina Faso 8400:Postgraduate 8216:Kindergarten 8068:Personalized 8048:Experiential 8008:Teacher look 7806: 7717:Agricultural 7573:Anthropology 7465: 7451: 7437: 7226:Vatican City 7176:Turkmenistan 7076:South Africa 7046:Sierra Leone 7026:Saudi Arabia 6401:Burkina Faso 6061:Record label 5947:Music school 5897: 5807:Concert band 5717:Angular harp 5644:Circus music 5529:Arabic music 5410: 5396:Arban method 5252: 5248: 5244: 5222: 5203: 5163: 5159: 5155: 5147: 5116: 5112: 5083: 5079: 5070: 5066: 5019: 5005: 4991: 4965: 4958: 4951: 4936:Bibliography 4922:. 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Retrieved 4190: 4142: 4138: 4128: 4095: 4091: 4081: 4048: 4044: 4038: 4008:(4): 20–30. 4005: 4001: 3995: 3965:(2): 27–32. 3962: 3958: 3948: 3918:(1): 10–39. 3915: 3911: 3905: 3894:, retrieved 3882: 3872: 3839: 3835: 3792:(2): 79–95. 3789: 3785: 3748:(1): 24–31. 3745: 3741: 3731: 3696: 3693:The Americas 3692: 3682: 3657: 3653: 3628:. Retrieved 3624: 3599: 3579:. Retrieved 3575: 3536: 3532: 3526: 3517: 3495: 3486: 3477: 3465:. Retrieved 3461:the original 3456: 3447: 3424: 3416: 3411: 3402: 3369: 3365: 3359: 3334: 3330: 3327:Margot Prior 3320: 3295: 3291: 3285: 3244: 3240: 3234: 3222:. Retrieved 3219:ScienceDaily 3218: 3209: 3166: 3162: 3152: 3140:. Retrieved 3136: 3127: 3113:cite journal 3088: 3084: 3078: 3059: 3055: 3045: 3002: 2998: 2964: 2960: 2954: 2945: 2935:15 September 2933:. Retrieved 2929: 2920: 2898:(1): 23–37. 2895: 2891: 2885: 2863:(1): 23–37. 2860: 2856: 2850: 2838:. Retrieved 2833: 2824: 2815: 2811: 2805: 2796: 2792: 2786: 2776: 2767: 2742: 2738: 2732: 2715: 2711: 2659: 2655: 2644: 2627: 2623: 2617: 2587:(2): 33–36. 2584: 2580: 2558: 2546:. Retrieved 2542:the original 2537: 2528: 2516:. Retrieved 2513:Facebook.com 2512: 2503: 2491:. Retrieved 2486: 2477: 2465:. Retrieved 2461:the original 2451: 2439:. Retrieved 2435: 2407:. Retrieved 2402: 2378:. Retrieved 2374:the original 2364: 2356: 2347: 2339: 2332: 2323: 2314: 2305: 2293:. Retrieved 2289:the original 2279: 2267:. Retrieved 2262: 2252: 2243: 2235: 2227: 2217:24 September 2215:. Retrieved 2200: 2193: 2185: 2180: 2171: 2159:. Retrieved 2155: 2099:Music school 2076: 2069:Music portal 1954:John Paynter 1929:Lowell Mason 1914:Michael Mark 1854:Edwin Gordon 1834:Will Earhart 1764:Stefan Ammer 1729: 1723: 1687: 1678: 1674: 1669: 1663: 1647: 1645: 1622: 1598:system. The 1565: 1498: 1483: 1468: 1321:Yale Seminar 1242:Major event 1232: 1221: 1196:Keokuk, Iowa 1176: 1160: 1152: 1139: 1132:Lowell Mason 1129: 1126:19th century 1120: 1114: 1107: 1104:18th century 1087: 1078: 1062: 1053: 1033: 1015: 1011: 1005: 976: 961:kindergarten 958: 950: 928: 924: 920: 916: 907:dumbing down 894: 879:Ellen Winner 871:John Paynter 852: 817: 813: 800: 796: 792: 788: 784: 771: 767: 763: 759: 755: 744: 741:Significance 731: 727: 712: 708: 643: 636: 627: 604: 581: 568:Hartt School 565: 551: 535: 521: 496: 473:motor skills 467:, and other 461:metallophone 453:glockenspiel 442: 417: 379: 344: 332: 308: 268: 248:concert band 234:, such as a 189: 155: 149: 142: 119: 94: 54: 53: 43: 10357:Simon Frith 10223:WikiProject 9913:New Zealand 9816:Puerto Rico 9726:Saint Lucia 9676:El Salvador 9578:Isle of Man 9513:recognition 9487:Switzerland 9422:Netherlands 9231:Asia portal 9132:States with 9052:Philippines 8992:South Korea 8987:North Korea 8882:Afghanistan 8765:recognition 8718:South Sudan 8608:Ivory Coast 8324:High school 8121:Definitions 7998:Lesson plan 7887:Alternative 7792:Mathematics 7762:Engineering 7330:Terminology 7310:Instruments 7116:Switzerland 7086:South Sudan 7081:South Korea 7006:Saint Lucia 6961:Philippines 6906:North Korea 6886:New Zealand 6881:Netherlands 6686:Ivory Coast 6526:El Salvador 6271:Afghanistan 6238:Micronesian 6039:Compilation 5952:Composition 5847:Composition 5812:Disc jockey 5785:Backup band 5712:Arched Harp 5469:Prehistoric 5371:Orff method 3896:13 November 3742:Archaeology 3133:"About IEA" 2467:28 February 2269:23 February 2265:. Owensboro 2124:Vocal coach 1989:Thomas Tyra 1824:Max Deutsch 1819:John Curwen 1814:Julia Crane 1602:, known as 1066:Puerto Rico 844:nationalism 663:Improvising 394:eurhythmics 368:eurhythmics 244:school band 122:eurhythmics 10442:Categories 10347:Tia DeNora 9811:Montserrat 9806:Martinique 9801:Guadeloupe 9656:Costa Rica 9457:San Marino 9417:Montenegro 9397:Luxembourg 9377:Kazakhstan 9280:Azerbaijan 9112:Uzbekistan 9087:Tajikistan 9002:Kyrgyzstan 8982:Kazakhstan 8902:Bangladesh 8892:Azerbaijan 8820:(Portugal) 8778:Somaliland 8698:Seychelles 8663:Mozambique 8648:Mauritania 8633:Madagascar 8588:The Gambia 8523:Cape Verde 8376:Continuing 8366:Vocational 7971:Curriculum 7905:Democratic 7877:Vocational 7867:Technology 7827:Philosophy 7709:By subject 7687:Technology 7667:Psychology 7652:Philosophy 7642:Leadership 7583:Evaluation 7578:Assessment 7216:Uzbekistan 7136:Tajikistan 7041:Seychelles 7021:San Marino 6856:Mozambique 6846:Montenegro 6816:Mauritania 6781:Madagascar 6776:Luxembourg 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