Manhattenville presentation


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Manhattenville presentation

  1. 1. Manhattanville MusicCurriculum ProjectExperimental Pedagogy in Music Education
  2. 2. Created a curriculum fo Music Educationwhich was spiral or sequential for grades 1-12.Promoted musical growth after grade 12.Emphasis on "discovery" processEncouraged musical creativity withflexibility.Remove focus of music education fromperformance and skill to creativeaccomplishment.General Objectives
  3. 3. Task oriented strategiesTrain teachers in new curriculumUnify philosophies and direction of musiccurriculum and music teachers.General Objectives continued
  4. 4. Dated 1965-1970.Pedagogical Model in Music Education.Grew out of Open Classroom Concept.Shaped by ideas of co-operation andcollaborationto create musical experience.Sponsored by U.S. Office of Education (Artsand Humanities Division).Conducted by Manhattanville College inNew York.Led by Ronald Thomas.History
  5. 5. Waning student interest in school musicprograms.Expansion of informal music settings notconnected to school.Response to the then current ideology ofstudent centered curriculum.Desire for music education to veer fromtraditional Western concepts and enter intorealms of emergence and evolution.Music educations response to the reformmovements initiated by Sputnik.Compelling factors in Creation
  6. 6. PiagetPestalozziBrunerRousseauKodaly (authors opinion;not found inresearch)Incorporated Philosophies:
  7. 7. Group projects over individual learning.Collective music making.Learning circles.Peer collaboration.Teacher as facillatator.Critique of final project based on processand aural product rather than music theoryor "rules."Music as a personal expressionConcepts
  8. 8. Learning strategies revolved around theculture and the community.Improvisation was a language being spokenin musical sound.Teacher posed challenge or idea, groupsolved.Teacher was a facilitator, then aconsultant.Strategies
  9. 9. Early Childhood Music Curriculum"Interaction." Music for 4-8 year olds builton inquiry.Electronic Keyboard LaboratoryGrew out of necessity, more tightlysequenced and participated in by 3rdgraders only.Science Music Study technical curiosity,loosely knit.Creations
  10. 10. Year 1: 19 educatore from NY becameexperimental team of teachers.Year 2: 19 educators not all teachers addedfrom across country.-through in service trainings reachedover 400 teachers across country whotrained and taught in the new style.Process
  11. 11. 4th Year: Divions in Early Childhood MusicCurriculum, Electronic KeyboardLaboratory, and Science Music Studyrefined, trained and taught: 16 classroomteachers used "Interaction" in theirclassroom.Process Cont
  12. 12. Aural Skills-increase abilities in recognition and recallsound.Structural Concepts and Practices-expand creative,interpretive, andanalytical capabilities.Liturature-expand aural, intellectual,and estethicbasis for judgement.Pedagogical Categories
  13. 13. Translative Skills-increase abilities in use of notationaltechniques-Performance-explore musical alternatives-practice judgement making-refine vocal and instrumental skillsPedagogical Categories Cont
  14. 14. History-expand philosophical and culturalframework for musical thought.Pedagogical Categories cont
  15. 15. Curricula still found in CMP in Wisconsinand Iowa.Progressive Sight-Singing by Dr. CarolKrueger is based on Spiral learningKodaly is an excellent example of many ofthe tenets of Manhattanville. It precededManhattanville, but has outlasted it aswell.Lasting Effects
  16. 16. Abeles,Harold F. and Custodero, Lori A."Critical Issues In Music Education." Oxford:2010. Print 88,153.ED045865 Manhattanville Music CurriculumProgram. Final Report. Thomas, Ronald B.1970-08-00Citations