Abstract
Playing simple instruments and moving freely to music are experiences ideally representative of current elementary music activities. However, the addition of such experiences to elementary music programs of the mid-1920s readily identified the programs as progressive in nature, and the experiences only gradually gained favor among the profession at large. During the twenties, Satis Coleman was recognized nationally, though not necessarily approved, for her creative program of making and playing simple instruments at Lincoln School, Columbia University Teachers College.1 According to Cremin, Lincoln symbolized innovative schools of the progressive era: No single progressive school, he claimed, exerted greater or more lasting influence on the subsequent history of American Education.2
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
