The Flower and Fruit of Health, Virtue, and Happiness: Inwardness Turned Outward in American Public School Music Instruction from the Early Decades to the Present

Autores/as

  • Ruth Gustafson University of Wisconsin-River Falls

Palabras clave:

Music instruction, citizen formation, school knowledge

Resumen

In this article, I analyze several of the key systems of reasoning that are embodied in several eras of music documents. Starting from these texts and reading across cultural practices that touched the curriculum, the analysis considers ideals and codes of behavior as systems of knowledge that fabricate who the learner is and what the substance of the lessons should be. My interest in these fabrications follows a body of scholarship in the history of education on the connection between the discursive environment of the child, schooling, and the constitution of social and political life The purpose of my analysis is to offer the music curriculum as an example of how lines of inclusion and exclusion are drawn.

Citas

Baker, B. (1998). "Childhood" in the emergence and spread of U.S. public schools (pp. 117-43). In T. Popkewitz and M. Brennan (Eds.), Foucault's challenge: discourse, knowledge, and power in education [Ed. castellana: El desafío de Foucault: discurso, conocimiento y poder en educación. Barcelona: Pomares, 2000].

Baker, B. (2001). In perpetual motion: Theories of power, educational history and the child. New York: Peer Lang

Beecher, L. (1835). A plea for the west. Cincinnati: Truman and Smith.

Bobbitt, F. (1912). A city school as a community art and musical center. The School Music Monthly, January-February 27-32.

Boston School Committee and Davis, Kemper T. (1837/1982). Boston School Committee Report. Source readings in music education. Michael Mark (Ed.)

Clark, F.E. (1924). Music appreciation of the future, Journal of the Music Supervisor National Conference, no. April: 273.

DeNora, T. (1995). Beethoven and the Construction of Genius: Musical Politics in Vienna, 1792-1803. Berkeley: University of California Press.

Dewey, J. (1934). Democracy and education. New York: MacMillan [Ed. castellana: Democracia y educación. Madrid: Morata, 1994; Buenos Aires: Losada, 1967].

Dunham, Richard Lee. (1961). Music appreciation in the public schools, 1887-1930. Ph.D., University of Michigan.

Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. En K. Hultqvist & G. Dahlberg (Eds.), Governing the child in the new millenium. New York: Routldege and Falmer.

Gibling, S. (1917). Types of musical listening. The Musical Quarterly, 3(2), 385-389.

Giddings, Thaddeus, Will Earhart, Ralph Baldwin y Elbridge Newton. (1926) Music Appreciation in the Schoolroom. Boston: Ginn and Co.

Giffe, W. T. (1875). The new favorite. Indianapolis: H.I. Benham.

Gilliland, A.R. y H.T. Moore. (1927/1999). The immediate and long-time effects of classical and popular phonograph selections. En The Effects of Music: A Series of Essays, edited by Max Schoen. London: Routledge,

Gould, Stephen Jay. (1996). The mismeasure of man. New York: W.W. Norton [Ed. castellana: La falsa medida del hombre. Madrid: Tecnos, 1984].

Gustafson, R. (2005). Merry throngs and street gangs: The fabrication of whiteness and the worthy citizen in early vocal instruction and music appreciation, 1830-1930. Unpublished Ph.D., University of Wisconsin, Madison.

Hastings, T. (1822/1974). Dissertation on musical taste. New York: Da Capo Press. "An Analysis of Public School Textbooks before 1900." Ph.D., University of Pittsburgh, 1954.

Hultqvist, K. (2003). The future is already here--as it always has been. The new teacher subject, the child, and the technologies of the soul. Unpublished manuscript

James, W. (1906/1963). Pragmatism and other essays. New York: Washington Square Press.

Jones, W. (1954). An analysis of public school textbooks before 1900. Ph.D., University of Pittsburgh.

Koza, J. (2003). Stepping across: Four interdisciplinary studies of education and cultural politics. New York: Peter Lang Publishing.

Mann, Horace. Report for 1844: Vocal Music in the Schools. In Source Readings in Music Education, edited by Michael Mark, 144-54. New York: Schirmer Books, 1844/1982.

Mann, Horace. Sixth annual report to the Boston School Committee." Horace Mann League and the National Educational Association, (Eds), Boston: Dutton and Wentworth, 1843/1950.

Mathews, W. S. B. (1888/96). How to understand music: A concise course of musical cultrue by object lessons and essays. Philadelphia: Theodore Presser.

Miller, K. (2003). Americanism musically: Nation, evolution, and public education at the columbian exposition, 1893. Nineteenth-Century Music, XXVII (2), 137-155.

McConathy, O., Meissner, O., Birge, E. y Bray, M. (1930). The music hour; ntermediate teacher’s book. New York: Silver Burdett,

McMurry, N. (1985). “And I? I Am in a Consumption”: The Tuberculosis Patient, 1780- 1930. Ph.D., Duke University,

Mitchell, K. (2006). Neoliberal governmentality in the European Union: Education, training, and technologies of citizenship. Forthcoming: Environment and Planning Design: Society and space.

Perkins, C. y Dwight, J.S. (1883). History of the Handel and Haydn society. Boston: Mudge and Son, Popkewitz, T. (2004). The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child. American Educational Research Journal, 41(1), 3-34.

Radano, R. (2003). Lying up a nation: Race and black music. Chicago: University of Chicago Press.

Rhetts, Edith. (1923). Outlines of a brief study of music appreciation for high schools. Camden, N.J.: The Victor Talking Machine Company.

Seashore, C. (1916). Talent in the public schools. Journal of the Music Supervisor's National Conference (January), 10-11.

Schultz, S. (1973). The culture factory, Boston public schools, 1789-1860. New York: University of Oxford Press.

Tröhler, D. (2006). “The kingdom of God on earth” and early Chicago pragmatism. Educational Theory, 56 (1), 89-106.

Tröhler, D. (2004). History and language of education. The challenges and distinctions of the German and American traditions, Madison, Wisconsin (texto de conferencia: 2 de Marzo).

Victor Talking Machine, C. (1923). Music appreciation with the Victrola for children: Designed to meet the needs of the child mind during the period of development, from first to sixth grade, inclusive. Frances Clark, (Ed.). Camden, New Jersey: Educational Department Victor Talking Machine Company.

Warde, M. (2001). Childhood, school and family: Continuity and displacement in recent research. In K. Hultqvist & G. Dahlberg (Eds.). Governing the child in the new millenium. New York: Routledge Falmer.

Descargas

Publicado

2007-12-01