Read the following two passages about music classes, noting what they have in common and where they differ.
Passage #1: \u201cMusic Education\u201d
Music education\u00a0is a field of study associated with the\u00a0teaching\u00a0and\u00a0learning\u00a0of\u00a0music. It touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and significant ways, the affective domain (the learner\u2019s willingness to receive, internalize, and share what is learned), including\u00a0music appreciation\u00a0and sensitivity. Music training from preschool through post-secondary education is common in most nations because involvement with music is considered a fundamental component of human\u00a0culture\u00a0and\u00a0behavior. Music, like language, is an accomplishment that distinguishes humans as a species.
During the 20th century, many distinctive approaches were developed or further refined for the teaching of music, some of which have had widespread impact. The Dalcroze method (eurhythmics) was developed in the early 20th century by\u00a0Swiss\u00a0musician and educator\u00a0\u00c9mile Jaques-Dalcroze. The\u00a0Kod\u00e1ly Method\u00a0emphasizes the benefits of physical instruction and response to music. The\u00a0Orff Schulwerk\u00a0\u201capproach\u201d to music education leads students to develop their music abilities in a way that parallels the development of western music.
At the\u00a0university\u00a0level, students in most arts and humanities programs receive academic credit for music courses such as music history, typically of Western art music, or\u00a0music appreciation, which focuses on listening and learning about different musical styles. In addition, most North American and European universities offer music ensembles \u2013 such as choir, concert band, marching band, or orchestra \u2013 that are open to students from various fields of study. Most universities also offer degree programs in music education, certifying students as primary and secondary music educators. Advanced degrees such as the\u00a0D.M.A.\u00a0or the\u00a0Ph.D.\u00a0can lead to university employment. These degrees are awarded upon completion of music theory, music history, technique classes, private instruction with a specific instrument, ensemble participation, and in-depth observations of experienced educators. Music education departments in North American and European universities also support interdisciplinary research in such areas as\u00a0music psychology, music education\u00a0historiography, educational\u00a0ethnomusicology,\u00a0sociomusicology, and\u00a0philosophy of education. <\/p>\n
Passage #2: \u201cWhy Music Lessons Need to Keep Up with the Times\u201d
Some 150 years ago, if you wanted to listen to music, you would have to perform it yourself or be in the presence of musicians.
With Thomas Edison\u2019s phonograph in 1877 came the ability to record music. At that point, the ways that people could be musical changed forever. Humans could artfully organize their musical worlds around recorded music that they did not necessarily create themselves.
Since then people have engaged in an endless array of musical endeavors that have been recorded. In fact, the ability to record music has\u00a0shifted our musical experience\u00a0\u2013 from both a maker and a consumer perspective.
The question is: has students\u2019 learning kept pace with these changes that started happening more than a century ago? Or, is it way past time for music education\u00a0to undergo a metamorphosis of sorts, as some scholars have suggested?
I teach music and conduct research in the area of music curriculum development. What is currently offered in music classes is almost exclusively large instrumental and vocal ensembles that perform under the direction of one person. However, there has been a fundamental\u00a0shift in how people experience music in the world. I believe music classes today should teach students to create, record and share their music that comes from their personal interests.
SCHOOL DOESN\u2019T TEACH THE MUSIC STUDENTS LOVE
The average American adolescent listens to music for approximately\u00a04.5 hours per day. So, 18 percent of all the time in their lives is spent bathing themselves in the sounds that inspire them.
Much of the music that adolescents listen to is created digitally and produced through software, keyboards, touch pads, guitars and drums kits. However, music in the schools is based on conservatory models of musical transmission with roots in Western European art music.
Furthermore, classical music accounts for merely\u00a01.4 percent of music sales\u00a0in the world. Yet, nearly all school music offerings are classical music based.
So, we have a supply-and-demand crisis in school-supported music teaching and learning. Music classes do not offer what most students want to learn. As a music teacher in the state of Michigan for nine years (before becoming a music professor), I saw many students who loved music, but just didn\u2019t love the school music options. Only 10 percent of students\u00a0at the secondary level nationally end up enrolling in music classes.
Post a thread addressing the following questions:
Do both passages have the same intended audience and purpose?
What\u00a0differences\u00a0between the two passages\u00a0stand out to you?
What\u00a0similarities in the passages\u00a0are apparent to you?\u00a0 <\/p>\n","protected":false},"excerpt":{"rendered":"
Read the following two passages about music classes, noting what they have in common and where they differ. Passage #1: \u201cMusic Education\u201d Music education\u00a0is a field of study associated with the\u00a0teaching\u00a0and\u00a0learning\u00a0of\u00a0music. It touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[11],"class_list":["post-10095","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-english"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/10095","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=10095"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/10095\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=10095"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=10095"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=10095"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}