Technology in and For the Instrumental Music Classroom

Music education, in some form, dates back as far as education itself. While sometimes struggling for legitimacy, it nonetheless has had its champions. More recently, as technology has flourished within education, technological applications designed particularly for the teaching of music have been developed. While much of this technology was created mainly for the classroom there are programs created for the college student to utilize in the home, albeit limited to those students with a home computer and access to the internet. mixtape promotion packages

The teaching of music in the American educational setting dates back 1838 when Lowell Mason introduced singing classes to Boston grammar schools. Instrumental music appeared in fits and starts over the next fifty years but was never included throughout the institution day; rather, it was relegated to the rates high of extracurricular activities. Around the turn of the century, instrumental music started out to see some popularity in the classroom, though often was taught by those untrained in the area of music education. Furthermore, little if any standardization of the instrumentation or music literature existed. (Rhodes, 2007)

Near the conclusion of World War I the quality of school music commenced to increase. This was due mostly to veterans who, after having been musically trained in the various service branches, started out to fill music teaching positions in the schools. Music group, however, was still regarded as an extracurricular activity. (Ibid)

In 1907, the Music Supervisors National Conference or MSNC, (now known as the Music Educators State Conference or MENC) was organized to support school music. In 1912 a proposal was made to include, as accredited subjects, a number of music activities including choruses and general music. Band was included – but at a much lower concern. Later, however, at the Cleveland MSNC conference in 1923, Edgar B. Gordon stated,

“The high institution band is no longer an incidental school organization prompted largely by the volunteer services of any high school teacher who happens to have had some band experience, but rather an undertaking which is designated to a definite place in the school schedule with a daily class period under a trained instructor and with credit allowed for satisfactory work. ” (Ibid)

In the same yr, and likely due to the increase in both acceptance and importance, Carl Greenleaf (then head of C. G. Conn Ltd. ) helped organize the first National Band Contest in Chicago. Later, in 1928, he directed the Conn company to contribute to the founding of the National Music Camp in Interlochen, Michigan and later supported publications designed to support band directors. Although these endeavors may have appeared somewhat self-serving in light of his position with Conn, they nonetheless helped establish school band as a significant part of school curriculum. (Banks, 1997)

Leave a Reply

Your email address will not be published. Required fields are marked *