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Learn how and when to remove this template message Among the Aztecs, Mayans, and Incas, music was used in ceremonies and rituals to teach the history of their civilizations and was also used for worship. The Aztec people were mainly educated by their priests. Music remained an important way to teach religion and history and was taught by priests for many centuries. When Spain and Portugal colonized parts of South America, music started to be influenced by European ideas and qualities. Several priests of European descent, such as Antonio Sepp, taught European systems of music notation and theory based on their knowledge of playing instruments throughout the s.
Integration with other subjects[ edit ] Children in primary school are assembling a do-organ of Orgelkids Some schools and organizations promote integration of arts classes, such as music, with other subjects, such as math, science, or English, believing that integrating the different curricula will help each subject to build off of one another, enhancing the overall quality of education.
Wallace setting text to melody suggested that some music may aid in text recall. A second experiment created a three verse song with a repetitive melody; each verse had exactly the same music.
A third experiment studied text recall without music. She found the repetitive music produced the highest amount of text recall, suggesting music can serve as a mnemonic device. One experiment involved memorizing a word list with background music; participants recalled the words 48 hours later.
Another experiment involved memorizing a word list with no background music; participants also recalled the words 48 hours later. Participants who memorized word lists with background music recalled more words demonstrating music provides contextual cues.
Kerstetter for the Journal of Band Research found that increased non-musical graduation requirements, block scheduling, increased number of non-traditional programs such as magnet schools, and the testing emphases created by the No Child Left Behind Act are only some of the concerns facing music educators. Both teachers and students are under increased time restrictions"  Dr.
Patricia Powers states, "It is not unusual to see program cuts in the area of music and arts when economic issues surface. It is indeed unfortunate to lose support in this area especially since music and the art programs contribute to society in many positive ways. Music effects language development, increases IQ, spatial-temporal skills, and improves test scores. Music education has also shown to improve the skills of dyslexic children in similar areas as mentioned earlier by focusing on visual auditory and fine motor skills as strategies to combat their disability.
Further research will need to be done, but the positive engaging way of bringing music into the classroom cannot be forgotten, and the students generally show a positive reaction to this form of instruction. Fine motor skills, social behaviours, and emotional well being can also be increased through music and music education.
The learning of an instrument increases fine motor skills in students with physical disabilities. Emotional well being can be increased as students find meaning in songs and connect them to their everyday life. Music advocacy[ edit ] In some communities — and even entire national education systems — music is provided little support as an academic subject area, and music teachers feel that they must actively seek greater public endorsement for music education as a legitimate subject of study.
This perceived need to change public opinion has resulted in the development of a variety of approaches commonly called "music advocacy".
Music advocacy comes in many forms, some of which are based upon legitimate scholarly arguments and scientific findings, while other examples controversially rely on emotion, anecdotes, or unconvincing data.
Recent high-profile music advocacy projects include the " Mozart Effect ", the National Anthem Project , and the movement in World Music Pedagogy also known as Cultural Diversity in Music Education which seeks out means of equitable pedagogy across students regardless of their race, ethnicity, or socioeconomic circumstance.
The Mozart effect is particularly controversial as while the initial study suggested listening to Mozart positively impacts spatial-temporal reasoning , later studies either failed to replicate the results,   suggested no effect on IQ or spatial ability,  or suggested the music of Mozart could be substituted for any music children enjoy in a term called "enjoyment arousal.
Elliott , John Paynter , and Keith Swanwick support this view, yet many music teachers and music organizations and schools do not apply this line of reasoning into their music advocacy arguments. Researchers such as Ellen Winner conclude that arts advocates have made bogus claims to the detriment of defending the study of music,  her research debunking claims that music education improves math, for example.
While music critics argued in the s that " Women also taught music privately, in girl's schools, Sunday schools, and they trained musicians in school music programs. By the turn of the 20th century, women began to be employed as music supervisors in elementary schools, teachers in normal schools and professors of music in universities.
Women also became more active in professional organizations in music education, and women presented papers at conferences. While a small number of women served as President of the Music Supervisors National Conference and the following renamed versions of the organization over the next century in the early 20th century, there were only two female Presidents between and , which "[p]ossibly reflects discrimination.
From to , there were five female Presidents of this organization. Sandra Wieland Howe, there is still a " glass ceiling " for women in music education careers, as there is "stigma" associated with women in leadership positions and "men outnumber women as administrators. Start on.
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