Music

MUSIC
comes from the Greek word “mousike” means
“the art of Muse”.
is a common language of
mankind.
to the scientist, it is the system of
vibrations.

Origin of Music
there is no recorded beginning of
music.
1000 A. D. -> there no such thing as
melody up to this time.
the time of Chaucer, singing was
accompanied by four to five notes
above. Followed by choral chants.

DARWIN- music was developed to attract the opposite sex.
SPENCER- music was developed to express emotions just like
language developed to express ideas.
RICHARDWAGNER- thought that music unlike other arts,
could exist quite independent for the visible world.
GUMEY- music creates audible form.
JOHANNWOLFGANG GOETHE- music as a decisive means
to for man’s character, placing music as the center of all
educational endeavors.
ROBERT NYE- music then will serve as a medium through
which individuals will be acquainted with the various aspects of
life, being perspicuous reflections of humanity trough ages.
Music is a divine gift that is soul-searching and soul-
satisfying.
Theories about Music

1. The Babylonians – they used music to give signals
to armies and to break the gatherings of people.
2. The Egyptians – they used music in their religious
rituals and social activities.
3. The Hindus – music was interwoven with their
religious ceremonies and festivities.
4. The Hebrews – considered music as a spiritual gift
of God, because to them music was a matter of
religion that art.
5. The Assyrians – used music in their religious
ceremonies and rituals.
Importance of Music in one’s culture

6. The Greeks – they had their music and myths
combined which give us the mythical gods and
goddesses.
7. The Romans – music in Rome before the
introduction of Grecian was crude and
unsatisfactory. Roman philosopher who devised
notation by placing letters over syllables , the next
was placing signs (called neumes) over the words.
8. The Europeans – Southern Europe had the French
troubadores (singers from the nobility), trouveres
(knightly singers) and the minnesingers (love
singers).

9. The Chinese – music had a prominent niche among
theChinese intellectuals.They used the pentatonic (five
notes) scale.
10. The Japanese – they also used pentatonic scale.
The national music instrument of Japan is the “Koto”.
11. The Italians – the art of singing came to perfection
with the development of the opera in Italy in the 17th
and 18th centuries largely due to the development of a
new vocal composition “the art song”.
12. The Filipinos – music is their main source of
communicating their feelings and emotions.

Introduction to
Music Education

The story of music education is inextricably
associated with the cultural history of mankind.
Music is a regular past time of man and
probably one of his earliest accomplishments.
The ensuing changes in social and educational
structure have dictated modifications in
purposes and methods of music education.
Introduction to Music Education

the significance of Music Education can be gleaned from the
ongoing seminar workshops conducted by different institutions
to upgrade knowledge, methods and procedures and teaching
strategies.
Music Education Law (RA 4723) – an act giving importance to
the teaching music in the curriculum of elementary and
secondary schools in 1966.
Music Education will be the child’s limb to the present global
music.
Through the singing of folk songs and our soul-stirring
kundimans, playing native instruments, participating in bamboo
ensembles and the rondialas the child demonstrates love of
country.
SignificanceofMusicEducationinthePhilippines

TheodoreThomas – said that music is what
awakens in you when reminded by the instruments.
Music appreciation is difficult to define.
It is an inclusive experience which embraces
listening, interpretation, creative expression,
rhythmic understanding, mood, voices, instruments,
forms, styles, pictures in relation to music, orchestral
effects, lives of the composers, eras, nationality in
music, literature in relation to music, rudiments of
harmony and music--- all as fields of exploration,
understanding and enjoyment.
Music Appreciation in the Philippines

in the elementary school, music is presented in
five-fold program: singing, dancing, listening,
playing, instruments and creating.
thus the teacher training level, the prospective
teacher has acquired considerable skills.
music with its various texture and moods has a
match for every condition and occasion.
The theoretical knowledge of music will unlock for
us a world of beauty splendor, harmony and joy
which can be ours for the taking.
It is one of the best means of satisfying one’s
creative artistic impulse.
Music Appreciation in the Philippines

no human society has been found which has not
practiced the art of music and music education.
In primitive societies music fulfills a basic function
as a accessible agent of tribal tradition, aesthetic
meaning and personal expression in which all
participate.
the educational practice of one “untouched tribe”,
the Manus of the Admiralty Islands. (read the citation
at the hand out)
all evidence at hand handed down music education
in one goal, it is that the youth should be able to carry
on elaborated ceremonial traditions.
The Beginning of Music Education

1. Enrich life experiences.
2. Discover creative potentials.
3. Enhance visual and aural
perception.
4. Utilize music as an outlet for ones
feelings.
5. Gain acquaintance with music of
different countries.
Objectives of Music Education

6. Develop fellowship.
7. Develop nationalistic spirit.
8. Awaken interest of global culture.
9. Gain familiarity with the different styles of
native songs, dances, festivals, musical
instruments native to the country.
10.Involve community participation for a
harmonious school-community relationship.
Objectives of Music Education

In the Mediterranean area, music education
became more formal undertaking.
2nd millennium B.C. the Greeks considered
music vital in shaping the character of the
youth.
Greek education was built in music and
gymnastics. Music is the soul and gymnastics
is the body. Its objective of education: to build
citizens of character, stamina and grace.
Musical Education in the Classical Era

accordingly, Lycurgus decreed regular
education in music in Spartan.
Solon recommended music training for all
youth in Athens.
on the fourth century B.C. music education
had apparently reached the height of its
influence.Aristoxenus and Pythagoras able
to established music theory on a firm basis.

music education in Rome assumed
the aspect of intellectual discipline.
a curriculum gradually evolved,
based on writings by Plato and
Aristotle, in which music was
bracketed with Arithmetic, Geometry
and Astronomy or Quadrivium.

music education in classical era was properly
represented with the following kinds of music:
a. The classical orchestra – composed of 30
musicians holding different stringed instruments
with the addition of the following instruments.
b. The chamber music – produced by the four
stringed instruments (2 violins, 1 viola and 1 cello).
c. The Rococosub – is produce using the Rococo art.
d. Opera Buffa – during the end part of the age of
classicism

The Christians resisted the pagan educational
system until the church assumed control of
education.
Boethius – prepared five books “De Musica”. Music
was studied as pure science. Revised by Johannes de
Muris.
“ scholae cantorum” schools for the educations of
choristers singing in the mass and greatly expanded
by Pope Gregory at the end of 6th century.
practical professional methods.
Musical Education in the Middle Ages

music was carried into universities and was
included in the requirements for
baccalaureate degree.
rise of troubadours, trouveres and
meistersingers.
Three types of musicians:
a. Nobility
b. The clergy
c. The peasant, farmers and workers.
Musical Education in the Middle Ages

music like the visual arts are spacious, elegant,
balanced and with careful regard to form.
music was no longer considered only a scientific
discipline with the impact f humanistic philosophy
and the advent of Protestantism.
Music instruction thus became standard in the
court schools and parochial institutions.
music education continued to advance in Europe,
the thriving of opera, instrumental performance, and
news forms during the Baroque Era was
accompanied by a corresponding widening and
deepening of musical literacy.
Musical Education in the Renaissance

Music Education
in the Western
World

Outlines ofthe ModernEuropean System
Traditions has been carried into the universities.
The various types of parochial schools have continued.
State controlled elementary schools emphasize
musical literacy and the general values of music.
In the twentieth century the curriculum has been
broadened and enriched.
In Hungary, the efforts of Zoltan Kodaly resulted in a
systematic and sell supported system of music education.
Which utilizes the total music of the country and its
indigenous musical heritage.
The Hungarian system is not only bearing fruitful
results in by its share in music instructions development
but become strong influence for change in own program.

It can be traced trough historical documentation to the
colonial era.
It started as entirely oral in form.
 American music is characterized as the reflection the wide
and vast open geography and the sense of freedom
characteristic of American life.
 some beliefs were naturally based upon European system.
 however, were in the process of creating new culture,
environment.
The earliest systematic music education was centered in
training of singers for Protestant church services.
18th century- first singing schools in the country founded.
Beginningsofthe Music Education intheUnitedStates

1700- the Episcopal Church of Port Royal,Virginia
imported a pipe organ.
1712- the Reverend Father JohnTuffs of Newbury,
Massachusets, published the first practical instruction book
in singing.
1640- the 2nd book to be printed in America entitled “Bay
Song Book”.
1720- singing schools first appeared in New England.
 Francis Hopkinson,William Billings and Lowell Mason-
they were concerned in developing the ability to read music
and ability to interpret a variety of choral works.
 1752- an orchestra was employed in the production of
“the Beggars Opera”.

1815- extensive interest and acquaintance with
music has been developed.
1829- first gathering of musical conventions in
Concord,Vermont.
 the kind of society which gave rise to music
conventions were also the public school music.
Teachers included singing as part of general
classroom activity.
Horace Mann- his time is the great expansion of
the American public school system. Free public
education itself, and because of this, music quickly
assumed its place in the curriculum.

Neef – opened a school in Philadelphia in 1809
Principles of the Pestalozzian system of Music
(Johann Henrich Pestalozzi)-presented in American
Institute of instruction meeting in Boston in 1830.
•To teach sounds before signs.
•To lead him observe by hearing and imitating sounds.
•To teach them but one thing at a time.
•In making him practice each step of each, until he is master of it.
•In giving the principles and theory after practiced.
•In analyzing and practicing the elements of articultae sound in
order to apply them into music.
•In having the names of the notes correspond to those used in
instrumental music.

Lowell Mason- visited Europe in 1837 & 1853. observe the
methods of music instruction in the Pestalozzian schools
and published several books, including the Pestalozzian
MusicTeacher.
19th century- educator LutherWhiting Mason established
music education in the school of Cincinnati, and became
prominent author of textbooks. His “National Music
Course”, published in 1970.
The first formal school for music educators was founded
in 1884 in Potsdam, NewYork by Julia Ettie Crane, but
ObertineConservatory in Ohio in the 1920’s became first
school to offer a four year degree in Music Education.

Music

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