Women in Music Education in the United States: Names Mentioned in History Books

1997 ◽  
Vol 45 (1) ◽  
pp. 130-144
Author(s):  
Carolyn Livingston
Keyword(s):  
United States ◽  
Music Education ◽  
The United States ◽  
Women's Work ◽  
Education History ◽  
Women’S Work ◽  
Women In Music ◽  
Music Education History ◽  
History Books ◽  
Education Field

The purpose of the study was to determine which women were mentioned most frequently in general United States music education history books and to examine the contexts in which the authors discussed women's work. A survey of individuals interested in music education history was then conducted to determine whether they would recognize the names of these women and whether they would consider them important to the music education field. An examination of five histories revealed 334 citations for 164 women. Only 11 women's names were mentioned five or more times. A questionnaire was sent to 39 respondents, who were invited to rate each of the 11 names for recognition of the woman's name and her work in music education. Agreement regarding name recognition was found to exist between histories and the 28 respondents who returned the questionnaire.

Women's Work Roles and Their Impact on Health, Well-Being, and Career: Comparisons Between the United States, Sweden, and The Netherlands

2001 ◽  
Vol 31 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Dwenda Gjerdingen ◽  
Patricia McGovern ◽  
Marrie Bekker ◽  
Ulf Lundberg ◽  
Tineke Willemsen
Keyword(s):  
United States ◽  
The Netherlands ◽  
Well Being ◽  
The United States ◽  
Women's Work ◽  
Work Roles ◽  
Women’S Work

scholarly journals Attitudes Toward Women’s Work and Family Roles in the United States, 1976–2013

2015 ◽  
Vol 40 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Kristin Donnelly ◽  
Jean M. Twenge ◽  
Malissa A. Clark ◽  
Samia K. Shaikh ◽  
Angela Beiler-May ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Women's Work ◽  
Work And Family ◽  
Family Roles ◽  
Women’S Work ◽  
Work And Family Roles

Reconsidering School Songbooks in the United States during the Post–Civil War Period (1865-1899)

2019 ◽  
pp. 153660061987611
Author(s):  
Paul D. Sanders
Keyword(s):  
United States ◽  
Civil War ◽  
Music Education ◽  
Music Teachers ◽  
The United States ◽  
Music Instruction ◽  
Education History ◽  
History Texts ◽  
School Music ◽  
The Individual

Many of the first public school music teachers in the United States came from the singing school tradition and taught from the same tune books that had been used in singing schools. After the war, renewed interest in education and the establishment of graded schools soon led to the introduction of music series that were designed to serve the individual needs of each grade and the classroom teachers who often assisted with music instruction. The major music education history texts in the United States claim that music series soon replaced single-volume songbooks since they better served the needs of the new graded school system. Music series represented the new progressive views of education in the years following the Civil War, and the single-volume songbooks that descended from antebellum tune books of the singing school movement are largely dismissed as relics of a bygone era. This study explores the use of these school songbooks in the years following the Civil War, extending many years beyond the introduction of the first music series.

Understanding Social Justice from the Perspective of Music Education History

2015 ◽  
pp. 28-46
Author(s):  
Marie McCarthy
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Underserved Populations ◽  
Historical Analysis ◽  
The United States ◽  
Education History ◽  
Marginalized Groups ◽  
Lower Socioeconomic ◽  
Music Education History ◽  
Teaching Music

Music education history provides a particularly rich site for examining issues of social justice. This chapter examines historical narratives of music education from the perspective of social justice in its changing meanings and manifestations since music entered public education in the United States in the 1830s. The historical analysis sheds light on the way music was advocated in the name of justice—from its power to provide a sociocultural good, maintain social control, contribute to sociopolitical ordering, build international harmony among nations, and represent the interests of marginalized groups, to enriching the lives of youth from lower socioeconomic or underserved populations. By examining social justice within the canon of music education history, it becomes clear that there is an acute need to engage with alternative and radical approaches to reconstructing the past. Implications for researching and teaching music and music education history from a social justice perspective are identified.

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