2. Created a curriculum fo Music Education
which was spiral or sequential for grades 1-
12.
Promoted musical growth after grade 12.
Emphasis on "discovery" process
Encouraged musical creativity with
flexibility.
Remove focus of music education from
performance and skill to creative
accomplishment.
General Objectives
3. Task oriented strategies
Train teachers in new curriculum
Unify philosophies and direction of music
curriculum and music teachers.
General Objectives continued
4. Dated 1965-1970.
Pedagogical Model in Music Education.
Grew out of Open Classroom Concept.
Shaped by ideas of co-operation and
collaborationto create musical experience.
Sponsored by U.S. Office of Education (Arts
and Humanities Division).
Conducted by Manhattanville College in
New York.
Led by Ronald Thomas.
History
5. Waning student interest in school music
programs.
Expansion of informal music settings not
connected to school.
Response to the then current ideology of
student centered curriculum.
Desire for music education to veer from
traditional Western concepts and enter into
realms of emergence and evolution.
Music educations response to the reform
movements initiated by Sputnik.
Compelling factors in Creation
7. Group projects over individual learning.
Collective music making.
Learning circles.
Peer collaboration.
Teacher as facillatator.
Critique of final project based on process
and aural product rather than music theory
or "rules."
Music as a personal expression
Concepts
8. Learning strategies revolved around the
culture and the community.
Improvisation was a language being spoken
in musical sound.
Teacher posed challenge or idea, group
solved.
Teacher was a facilitator, then a
consultant.
Strategies
9. Early Childhood Music Curriculum
"Interaction." Music for 4-8 year olds built
on inquiry.
Electronic Keyboard Laboratory
Grew out of necessity, more tightly
sequenced and participated in by 3rd
graders only.
Science Music Study technical curiosity,
loosely knit.
Creations
10. Year 1: 19 educatore from NY became
experimental team of teachers.
Year 2: 19 educators not all teachers added
from across country.
-through in service trainings reached
over 400 teachers across country who
trained and taught in the new style.
Process
11. 4th Year: Divions in Early Childhood Music
Curriculum, Electronic Keyboard
Laboratory, and Science Music Study
refined, trained and taught: 16 classroom
teachers used "Interaction" in their
classroom.
Process Con't
12. Aural Skills
-increase abilities in recognition and recall
sound.
Structural Concepts and Practices
-expand creative,interpretive, and
analytical capabilities.
Liturature
-expand aural, intellectual,and estethic
basis for judgement.
Pedagogical Categories
13. Translative Skills
-increase abilities in use of notational
techniques
-Performance
-explore musical alternatives
-practice judgement making
-refine vocal and instrumental skills
Pedagogical Categories Con't
15. Curricula still found in CMP in Wisconsin
and Iowa.
Progressive Sight-Singing by Dr. Carol
Krueger is based on Spiral learning
Kodaly is an excellent example of many of
the tenets of Manhattanville. It preceded
Manhattanville, but has outlasted it as
well.
Lasting Effects
16. Abeles,Harold F. and Custodero, Lori A.
"Critical Issues In Music Education." Oxford:
2010. Print 88,153.
ED045865 Manhattanville Music Curriculum
Program. Final Report. Thomas, Ronald B.
1970-08-00
Citations
