Professional Music Education Research Articles

The Public Policy Roots of Music Education History

The roots of music education historical trends and events are usually found in societal conditions that create certain needs of the public, or of particular groups within a society. Public policy in the form of statutory law, official regulations and policies, and judicial decisions often develops to meet these needs. The Legislative Branch of the United States government creates statutory law, and the Executive Branch regulations and policies. Judicial decisions are the province of the Judicial Branch. Public policy shaped in response to societal need is not only one of the strongest influences on music education history, but it also guides much of what music educators do on a daily basis in their work. It is unusual, however, for music education historians to refer to public policy, and the professional literature only occasionally contains references to it. Yet, it is relatively simple to identify the relationship between public policy and such music education trends as multicultural education, special education, teacher education, youth music, technology, urban education, low student achievement, children-at-risk, gender equity, and other special interests. This article examines how societal need has engendered public policy, which in turn has guided the course of the music education profession toward multiculturalism in its programs and practices.

Music Education since Mid-Century: The Role of the Music Educators National Conference

The many trends and events that have occurred in American music education during the second half of the twentieth century have enabled the profession to remain a diverse and dynamic component of American education, due in large part to the leadership of the Music Educators National Conference (MENC). MENC has expanded its functions dramatically since the middle of the twentieth century to fulfill its mission of advancing both music education and the professional growth of its members.' This article traces the leadership and support activities that MENC has undertaken as the umbrella organization for the music education profession and that have been most critical in shaping the profession from the 1950s into what it is today. It describes a variety of roles assumed by the organization in intellectual leadership, curriculum, professional development, advocacy, and professional standards. MENC's engagement in these areas has been critical, because it alone, with its membership, committees, publications, workshops, conferences, and symposia, has the organizational structure and credibility to guide the profession through an era of accelerated, profound change. MENC was founded in 1907, after one hundred and four music teachers from sixteen states had met in Keokuk, Iowa. Ninety years later, in 1997, the organization had grown to a membership of 67,000 with a professional staff of fifty-eight. In addition, there is a federated MENC unit representing each state, the District of Columbia, each territory, one for American teachers in Europe, and six divisional units, each of which comprises several states. The MENC organizational chart includes seven permanent committees, ten councils, and three societies. Twenty-five other music education associations have formal ties to MENC, either as affiliated, associated, or auxiliary organizations. MENC also has international influence through the International Society for Music Education, which it had helped found decades earlier.

The “Missing Males” and Other Gender Issues in Music Education: Evidence from the Music Supervisors' Journal, 1914-1924

An analysis of gender-related references appearing in the Music Supervisors' Journal (MSJ) from 1914 through 1924 revealed that both coeducational and single-sex musical organizations abounded and that vocal and instrumental instruction for boys and girls was advocated. When one sex or the other was singled out for consideration, however, the spotlight usually was focused on males. In addition to the “missing males” problem, writers in the MSJ discussed the role of music in the education of boys, career opportunities in music for males, the relationship of music to the nature and character development of boys, boys' musical likes and dislikes, the male singing voice, and music for the man at war. By contrast, little attention was devoted exclusively to females, their interests, or their problems. This analysis invites reflection on whether gender issues pertaining to females continue to be overlooked by the music education profession today.

Research in Music Teacher Education

tion as a means of improving instruction, its delivery, and its evaluation. This viewpoint, however, must be challenged if the music education profession is to make significant improvements in the quality of teaching in America's music classrooms and rehearsal halls. Moreover, this position must be revised if research is to be viewed positively by both preparatory and practicing music educators. A positive view of research would facilitate necessary and desirable curricular and methodological modifications to school music programs. Music teacher education programs must include an early introduction to systematic inquiry and consistent reinforcement and use of research concepts. Additionally, the important research being done in traditionally academic educational settings, such as studies focusing on cooperative learning and effective schools, must not be minimized or-even worse-discredited as

Working Toward Solutions in Mainstreaming

The music education profession supports the idea of mainstreaming, but teachers continue the debate over methods for implementing that idea Keith P. Thompson discusses the philosophy and practice of mainstreaming as it affects music education today.

A History of the Journal of Research in Music Education, 1953–1965

Early in 1952 Allen P. Britton and Warren S. Freeman submitted an article to the Music Educators Journal proposing the establishment of a research journal. Attention was called to the coming of age of the music education profession. As evident signs of this maturation Britton and Freeman pointed to the development of the MENC with its regional and state affiliates, the extensive literature in music education taking its place beside other professional literature, the high degree of professional training of many music educators, and the continuing growth of doctoral programs in music education. In order that this maturation in music education be expedited, a scholarly journal in music education was recommended-to be founded as soon as possible. The facts underlying the need for such a journal were given as follows: 1. Such research in music education as was then taking place was being reported in a wide variety of journals, such as Education, The Journal of Educational Research, School and Society, The Musical Quarterly, the MEJ, and others. Working music educators could not be expected to keep up their reading of all sources of information. As a result, most reports of research were considered lost insofar as the majority of music educators were concerned. Only at a great expense of time and effort could a scholar of music education keep abreast of all the significant work being done in his field.

Review and Survey of MENC Research Training Institutes

The Music Education Research Council (MERC), the governing body of the Society for Research in Music Education, has taken the position that providing training in research procedures for MENC is an effective means of stimulating and encouraging growth within the music education profession. In tracing the evolvement of MERC training projects, this review underlines the fact that most participants seem to evaluate the importance of research training primarily as a means to resolve their professional problems. Members of SRME support the notion of research training and are willing to pay for such instruction. The survey indicates that variables such as the members' professional status and formal training are important factors to consider in planning research training workshops. Data gathered in the survey show that members of SRME are of two well-defined populations, each of which has distinctive needs and interests.

The Ohio Code of Ethics for the Professional and Educational Music Fields

To establish a common understanding as a basis for the sympathetic and coöperative relationship which should be maintained between musicians in the professional and educational fields, the “Code” printed here was prepared by the Public Relations Committee representing the Ohio Music Education Association and the Ohio Divisions of the American Federation of Musicians. This code, in spirit and content, is substantially the same as the statement of policy and practice, approved by the Executive Committee of the Music Educators National Conference and the Executive Council of the National School Band, Orchestra and Vocal Associations, to which reference is made in the article by Joseph E. Maddy elsewhere in this issue. As one means of encouraging widespread and thoughtful attention to the important issues involved, the Journal columns are opened for discussion the subject in general and for reports of actions undertaken by organizations representing the professional musicians and music educators in the various cities, states, or other areas of jurisdiction.