You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Portrait of a Nineteenth-Century School Music Program
Martha Chrisman Riley
Journal of Research in Music Education
Vol. 38, No. 2 (Summer, 1990), pp. 79-89
Published by: Sage Publications, Inc. on behalf of MENC: The National Association for Music Education
Stable URL: http://www.jstor.org/stable/3344928
Page Count: 11
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
This article describes the development of Louisville public school music from its establishment in 1844 to its suspension in 1879. Rationales for music's introduction, debates over teaching methods, and choices of music curricula are examined within the context of Louisville society. Primary sources are used, including minutes and annual reports of the Louisville school board and accounts of mid-nineteenth-century historians. Although Louisville's early school music program had unique aspects, its development for the most part paralleled that of school music programs in other American cities. School board arguments in favor of music instruction focused on music's intellectual, physical, moral, and social benefits to students. Both "rote" and "note" teaching methods were used with success. Music curricula included books and series containing folk songs, songs by the authors of the books, and adaptations of songs by European composers. The music was simple in rhythm, melody, harmony, and form, and song texts were polite and sentimental.
Journal of Research in Music Education © 1990 MENC: The National Association for Music Education