study guide chapter 1- 8
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Notes from the videos
Lecture 1
Early civilization-Music serves Godrituals
-involves music…music is for all
Ancient Greece-believed in educating body and spirit-did that with music and gymnastics
-music and math=harmony of the universePeople
1. Pathagoras 582-507 BC-mathematician
-believed music and math was totally combined to each other -believed any one who comprehended music could comprehend the harmony
Of the universe-began music theory
2. PlatoIDEALISM 427-347 BC-music impacts behavior and values
-philosopher -wanted music censored because he believed it affected values and behavior
-believed there was a fixed body of truth in music3. Aristotle 384-322 REALIST
-music is only important, but only because it contributes to musical taste-philosopher
-beauty in the eye of the beholder -disagreed with Plato
-truth depended on the person perceiving it-devalued music in his eyes
-education should serve both the community and the individual-not supportive of music study
-thought music should be for enjoymentleisure activity
Ancient Greece 600 BC3 tiered system of education
1. primary2. secondary
3. tertiary
-developed body and soul-met 7 days a week
-limited to boys-went to school to the age of 15
Rome-music was not taught to aristocracy
-music was taught to slaves and commoners-higher emphasis on law and politics
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-3 teachers of literature-2 gymnastics teachers
-1 music teacher who was paid the most
-dialectic method of instruction
-belief that one can only find truth by asking the right questionHow do you play this?What rhythm do you see?
Greek Philosophy
Quadrivium
-arithmetic, geometry, astronomy, and harmonics
Ancient Greece
Doctrine of Ethos-some music is evil
-some music is good-moral behavior is affected by music
Music centered around the mathematics of musical sound
-music considered as all of the arts-music as we know it was considered both singing and instrumental music (lyre,
aulos, choirs)
Ancient Rome 322 BC-Things changed with Roman conquests
-music was learned only by slaves
Early Christianity-Greek ideas and Christianity came back
-MUSIC IS THEORY AND ART…BOTH…EVEN TODAY
Education divided into seven subjects-Quadrivium (upper)
arithmetic, geometry, astronomy, music-Trivium
grammar, logic, rhetoric
Performance was the goal!Understanding the mathematical connection in music was of higher importance.
Romans thought music was for slaves.Musicians were inferior because they were in the service of an audience.
Performers were only slaves or foreigners who were subservient.
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Roman Music EducationQuadrivium included only music disciplinenot performance
Not musica senora
musica disciplinetheoretical study of music
musica senoraonly know through senses not by reason or intellect
Theory was separate from performance.
Middle Ages 4th Century-15th Century
-Scholae Cantorum 5th-6
thCentury
-Theory and performance treated equally
-Encouraged musicians
-Time of progress-First records of music schools
-endoctrinate the young-schooled citizens
-schools popped up everywhereWritten notationMAJOR TURNING POINT
1. Training in other systems2. Music practicum was written down not by rote
3. Begins recorded history of music of the time period
Middle Ages ends with the Christian Reformation
Martin Luther (1483-1546)-music was controversial
-believed…1. all citizens need education
2. all children should study music3. it is ok to enjoy music
John Calvin
-opposed enjoyment of music
There was a split in the Christian world between Luther vs. Calvin
Secular (Luther) vs. Sacred (Calvin)
Private Teaching-clearly defined sacred and secular music
-fundamental and contemporary music
Review1. Early Greeks are the foundation for music in our schools
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2. Plato and Aristotle both advocated studying music.3. Quadrivium was the guiding curriculum.
4. Music has powerDoctrine of Ethos5. Roman crusades change education
1. Philosophies change2. Music training has always been controversial
3. Music was divided into sacred and secular 4. Education for citizens became increasingly critical.
5. Society organized its schools.
UNIT 2 2.1
Colonization 1500-1800
Chapter 1
Incas (South America)
1. Organizedhighly especially royal family2. Both boys and girls should be educated in politics, speaking, poetry, music and
homemaking…similar to Greeks
Spanish…Pedro de Gante-Franciscan friar and musician
-Mexico 1523-Spanish
-imposed their ideas and culture on the natives-built music school in Mexico 1554
-1st
organized music education on our continent-University 1536 (100 YEARS BEFORE HARVARD)
French
-integrated culture with Indians-both Spanish and French had mission schools which incorporated music
-did not happen in New England
New England-Each group educated children differently
Moravian
-trombone choirs-wrote own music
- John Amos Comenius-German branch of Unity Church of Brethren
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-strongly in music-1
stperformances in America
-piano, organ, orchestra, singing-public schools died out
-big archives of music
ShakersEngland’s Quaker church-equality of the sexes
-celibate-dance during service
-shaking…Shakers-shaped notes
Pilgrims
-book of Psalms
Puritans-Calvinists
-simple services-chant and response
-Some music unsuitable-founded Harvard
-Bay Song Book 1639-no notation
-1st
public law for education-1
stuniversity
-did not believe in music education in schools
ColonizationNew England-music notation
Church Singing two ways
1. Regular wayreading notation
2. Old wayLining outleader sings, congregation echoes
Psalmody
Rev. John Tufts 1689-1750-1721 An Introduction to the Singing of Psalm Tunes
1. provided music reading instruction to children2. FASOLA Singing-4 syllables
punctuation was used for rhythm
-idea of fa so la still around-used by unschooled rural southerners
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-meetings in the evenings
Singing School Movement 1700’s to late 1800’s
-met in evening
-song school instruction
Review
-Europe sent out explorers-Many ships came
-Some imposed their beliefs (MexicoSpanish)-Some integrated (French)
-Colonized the lands they discovered bringing with them their beliefs, religion,and philosophies
-New England colonies did not share beliefs with Morovians, Puritans, Shakers,Pilgrims
-Two ways of singing-Lining outPsalmody
-Old wayNotation-Need for better singing in churches led to group gatherings
-John TuftFASOLA singing using 4 syllables-Transitional singing schools were led by singing masters
UNIT 2 2.2
Music in Schools: Setting the Stage
5 VIPs
Johann Pestalozzi (1746-1827)
-Swiss educator -Liked Jean Jacques Rousseau philosophy of education
-Read Rousseau’s Emile-worked with disadvantaged children and orphans
-advocate of Rousseau-total development of the child
-General methodChildren love and trust their teachers
-emotional security satisfy infant need in baby mother relationship-learning environment was loving and trusting
-love and trust of teachers made education possible
-Special methodSequenced education-series of steps
1. relate to what a child already knows2. Move from concrete to abstract concept
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3. Start with the easiest skill4. Move in general from simple ideas to complex ideas
Innovative Method
STRESSED EDUCATION FOR THE WHOLE CHILD.
Pestalozzi was NOT a music teacher.
Hans Nageli 1773-1836 –Pestalozzi was observed by Nageli
-European
-Music1. Rhythm
2. Melody3. Dynamics
-Created teaching techniques
-Composer and publicist-Blest be the Tie that Binds
William Woodbridge 1794-1845
-educator, administrator, civic leader, minster, geographer -traveled to Europe to gather aspects of his civic role
-Studied the Pestalozzian Methods of teaching music via Nageli, Pfeiffer,and others in Switzerland
-brought back German materials that needed to be translated
Elam Ives 1802-1864-Translated materials for Woodbridge
-Connecticut music teacher -Composer
-1st
to use Pestalozzi principles in his music classroom
Principles1. sounds before signs
2. learn by imitating; active learning3. teach one thing at a time
4. master each step before moving on5. practice before theory
6. analyze and practice elements of sound7. use same notational system in vocal as in instrumental music
VERY REVOLUTIOINARY AT THE TIME
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Instrumental teachers did not adopt these methods.
Heinrich Pestalozzinew method for early childhood education
Hans Nageliused Pestalozzi teaching techniques with music
William Woodbridgetravelled to Europe…Switzerland…and back to USElam Ivestranslated and used the information brought back by WoodbridgeLowell MasonWoodbridge’s friend
Lowell Mason 1792-1872
-heard Woodbridge give a speech about the new Pestalozzi methods-became advocate of Pestalozzian Philosophy
-more Nageli and Ives philosophy because they applied it to music-founded in 1832 the Boston Academy of Music
-Combined with Woodbridge to encourage officials that music should be inpublic schools
-wanted to use Boston Academy to train teachers who could then go out intoand work in the schools
-FATHER OF AMERICAN MUSIC EDUCATORS-1837 Petitioned the Boston School Board to add vocal music
-Said music was…1. Intellectually good
2. Morally good3. Physically good
-Boston school Board said no initially.
-Mason said he would conduct an experiment in music in one school-Mason would teach without pay
-The experiment was a success-Boston School Board added music to the school
Sept. 1837
-petitioned School Board to add vocal musicNov. 1837
-petition approved as an experiment after Mason said he would teach for no pay,free
Aug. 1838-paid position for vocal music was approved by the Boston School Board
-Music was ok to be in schools-music was a hit
1838-approved paid music position in all public schools
-music was popular
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UNIT 3 SPREADING THE GOOD NEWS 1850-1930
Music integration problems-should we have music or not
-budget
-qualified teachers-music value
School music has ALWAYS been controversialThis was a time of experimenting with music.
Vocal music Programs
-became required subjects but was taught by the general music teacher
Scientific movement-Music was entertainment
Pragmatic School Boards
-Wanted more scientific organized curriculum-More knowledge based than performance based
1. sight-reading2. frequent testing
3. recitations
Music Supervisors went to schools to check on the way the general teachers wereteaching music.
Great debate…
1. Note reading approach2. Teach by rote
Pestalozzi verses the rest of the world
THE DEBATE IS STILL GOING ON!
Progressive education MovementRousseau
PestalozziJohn Dewey
Research became widespread during this time.
Tried to attain the stages of child development so education would be more effective
18731st
introduction of kindergarten
1st
sign of progressive movement
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Music is in high schools and is last to be developed.
1860There were 300 High schools in the US mainly in the North.
Late 1800’s only 4 % of high school age students attended high school.
High Schools-had no electives
-same classes-European masters and Opera
Town bands
-live music which was only entertainment-Sousa Band was popularno radio
Early 1900’s
-ensembles were added to high schools
PERFORMANCED BASED ORIGINVS.
NEED FOR LARGE GROUP INSTRUCTION IN SCHOOLS
Bands with students who take private lessons are generally better.
School GrowthBand growth
-more schools-Maidston Movement (Brittain)
(class violin instruction in Europe)-Needed method books
Curriculum
1923 The Universal Teacher -by Joseph Maddy and Thaddeus Giddings
-all instruments had equal expectations-heterogeneous
-needed materials for group instruction-method books
Heterogeneous vs. homogeneous
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CHAPTER 1 Moses, Music and Religion, Jews p. 3-6
P. 3 Hebrews
3 Music was human invention3 Music used for work, worship, enjoyment
4 Enriched during slavery in Egypt
4 culture employed poetry and music4 music expressed religion and culture4-5 Samuel music high level
p. 4 Moses
4 first true music educator
p. 4 Samuel4 music high level
p. 5 David5 complex music and voices
p. 5 Levites5 descendants of Aaron
5 trained professional singers5 began at 25 age
p. 5 bards
5 paid to sing at weddings, banquets, and other religious and civiccelebrations
p. 5 Sumerians5 responsive singing
p. 5 Anshe Maamad
5 traveled to Jerusalem to be trained by the Levites
p. 5 Rabbi Joshua ben Hananya5 layperson taught by the Levites
p. 5 Rabbi Johanen ben Zakkai5 layperson taught by the Levites
CHAPTER 2 GREEKS
p. 7 Greeks
7 assumed the culture of those they conquered in 1000 BC7 democratic system
8 education was importantoriginated many contemporary Wester educational beliefs and ideas
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p. 9 Greek School8 created a three tiered educational system
Primary, secondary, and tertiary…where boys prepared for theMilitary
8 educations systems were built on music, included poetry and gymnastics
8 BODY AND SOUL9 Boys attended school with their slavescollective schooling9 Girls did not attend school
9 level of schools1st music schoolpoetry accompany themselves with the lyre
ages 7-142
ndindividual basisall day…dawn til dark
9 TELES4th Century Philosopher Gymnastic trainers, literary masters, music masters, and painters…
4 chief burdens of boys
p. 7 Golden Age7 Athenians enjoyed beautiful architecture, arts, highly developed
educational system
p. 8 Sophistry and Sophis8 had greatest influence on Athenian life
8 teachers who held the highest humanistic ideas8 balanced individual had the ability to discipline and control himself
determining his own satisfaction and happiness8 became dogmatic…imposing beliefs
8 did not believe in divine force8 man makes his own rules
p. 9 Pythagoras (582-507)
mathematicianinfluenced the study of music
music and arithmetic were connectedscientific aspects of music were built upon mathematical relationships
music was microcosm…a system of sound and rhythm ruled by the samemathematical laws that operate in the whole of the visible and
invisible creationA person who understood musical proportions could understand the
harmony of the universe. Music as a mathematical science becamean important subject of study and remained so for many centuries
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p. 9-10 Sparta9 Warrior city
10 musical capitol of Greece10 educational efforts were totally to prepare men for battle
10 loyalty
p. 10 Plutarch10 two music schools
1. 2/3 of the seventh centuryvocal and instrumental solos2. end of the seventh and beginning of the sixth –choral lyrics
And produced renowned musicians and poetsp. 10 Athens
10 less violent---more civilized10 Music came to mean fine arts
10 drawing, dancing, music10 Male students learned the lyre and the aulos---oboe
11 Most important…choral singing…accomp. Aulos11 Choral competitionsused professionals which led to the decline
Of music music Greek education11 Organized schools…
Three literature teachers, two gymnastics teachers, and one musicteacher
EPHEDIAwhere young men served their military obligationP 11 Decline of music education
11 no longer within the technical ability of amateurs to performp. 11 Plato (427-347 AD)
11 education and ideal citizen11 influenced by Socratesideal citizen
12 Plato’s Republic12 Republic and Laws
Music and gymnasticsself control, friendly cooperationLoyalty to groups and ideals
12 Socrates advocated the appointment of a supervisor of music andGymnastics
13 Believed that music influenced values and behaviorcensored music13 music whole body and soul
13 Art sometimes truth…sometimes not14 Believed that people were misled by sensory impressions, so the
Intellect could discover truth14 TRUTH
14 QuadriviumArithmetic, geometry, astronomy, and harmonics
p. 14 Quadrivium
14 Arithmetic, geometry, astronomy, and harmonics or music
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p. 14 Aristotle (382-322 BC)15 Students learn music to develop musical taste rather than to compete
With professionals.15 By 1
stcentury music and gymnastics had all but disappeared from the
Liberal curriculum of Greek Schools. Education became literary.
p. 15 Rome15 insignificant music contributions
15 most important contribution to education was its system of trainingStudents as they prepared for legal careers
16 musicians were artisans who did not come from the aristocracy.16 music and art were professional musicians and artists who often were
Slaves influenced by Hellenism.16 scientific and gifted students studied music as a mathematical science
And part of their secondary educationp. 16 Athenaeus 200 AD
16 wrote books about Roman life16 Deipnosophistai
16 treasured music16 law required teaching boys from infancy the art of singing hymns
To heroes and to the Gods
CHAPTER 3 EARLY CHRISTIAN TO THE REFORMATION
P. 18 St. Augustine (Aurelius Augustine)18 music appealed to the emotions
18 pegan youth18 founded the monastery of Hippo…became the bishop of Hippo
19 profoundly influenced ChristianityEuropean Religion19 education was the function of the church
19 De Musicamerged the Greek musical practices and theory andmerged them with Christianity
19 theoretical blended with the mathematical of musicReason over emotion…but emotion still touched him
P. 19 De MusicaSt. Augustine
19 merged the Greek musical practices and theory andmerged them with Christianity
19 prepared the way for the development of music as an integral part of Christian life
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P. 18. Edit of Milanlegalized Christianity
P. 19 Boethius
19 a true musician approached music not through the senses but through
the faculty of reason19 ars musica was not art but music theory19 musician not a performer…but one who could speculate about music
P. 19 Ars MusicaMusical art
p. 20 Seven Liberal Arts
20 liberal means free20 free arts were the means by which one achieved spiritual and
Intellectual20 liberal arts were only fit for free men
20 Trivium
Lower levels of disciplinesgrammar, logic, and rhetoricpractical
20 QuadriviumHigher levels of disciplinesarithmetic, geometry, astronomy, and
MusicSecrets of the universe
20 Two divisions of music
Musica disciplinemathematicssecrets of physical realityMusica Sonoravoice and musical instruments--emotionsl
20 Trivium
Lower levels of disciplinesgrammar, logic, and rhetoricpractical
20 QuadriviumHigher levels of disciplinesarithmetic, geometry, astronomy, and
MusicSecrets of the universe
20 Boethius (475-525)
20 was a Roman statesman and scholar whose work, De InstitutioneMusica, preserved Greek music theory and was studied by
For over a millennium20 writings appealed to scholars because of his emphasis on reason
21 higher levelmusic communicates truth21 lower levelmusic communicates emotions
22 agreed with Pythagorean theorists that the motion of the planets createpitches
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20 De Institutione Musica20 Boethius
20 Work about the quadrivium20 Pythagoran treatise by Nicomachus
20 Ptolemy’s three part Harmonics
20 revised by Johann de Muris
p. 22 Music education in the Middle Ages
22 musicmathematical subject22 musicliving art
p. 22 Scholae cantorumsinging schools
22 used to train singers and composers for the church22 Pope Gregory expanded the schools near the end of the sixth
Century22 instruction in singing, playing an instrument, harmony, and
Composition22 boys could become educated and enter a profession
22 knights needed to sing so they could compose songs about heroismp. 22 The Carolingian Empire
22 Charlemagne742-766 encouraged and supported the revival of Education
22 implemented a singing school23 wanted boys to sing psalms
22 The cathedral School of MetzFounded by Bishop Chrodgang
23 Three types of schoolsMonasteryhighest level of educationeventually disappeared
because of competition from new universities and cityschools…especially in Germany
Cathedralintermediate instructionParishelementary instructioneventually girls could go to
convent schoolsp. 23 New kinds of schools
23-24 private schools were founded…taught by clergyp. 24 Development of exact notation
24 Odo of Cluny24 Guido d’Arezzo
p. 24 Odo of Cluny24 singer who became head of the abby of cluny
24 wrote theory music24 Enchriridion musicesdialogue of musicasystematic use of letters
To represent pitches…A-G
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p. 25 Guido d’Arezzo25 the most important early music teacher
25 choir master 25 Ut queant laxis
25 ut, re, mi, fa, sol, la
26 provided practical music instruction…but also believed in theutilitarian need of music
p. 25 Musical staff 25 F C and G Clefs
25 colors25 first were four lines
P. 26 Guidonian Hand
26…not actually Guido invention26 manus musicalis
26 manus guidonis…in Musica practice
p. 26 music and notation26 notation became the major subject of music so music
Could be performed as it was conceived.p. 26-27 Medieval Universities
26 monastery schools26 Internal schoolsscholae internafor students who planned
To take religious vows28 External schoolsscholae externafor students who did
Not plan to enter a religious order.28 ended near the millennium because the monks thought
It was going to be the end of the world.28 During the later part of the twelfth century, cathedral schools of Notre
Dame gradually merged with several church schools in Paris andDeveloped a new institution…the University.
28 Sorbonnnefirst to develop from cathedral and church schools28 had seven liberal arts
28 trivium…bachelor’s degree29 professions…law, medicine, theology
28 failure of music meant no teaching licensep. 28 musica speculativestudy of music as a mathematical science
p. 28 musica practiceapplied music29 Notre Dame singing school was a prep school for the university
29 Sorbonne was supported by choristers…received scholarships
p. 28 musica speculativestudy of music as a mathematical science
p. 28 musica practiceapplied music
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P. 29 Renaissance29 focused on the past and the future…Greece and Roman cultures…ant
Renaissance intellect29 middle of the 14
thcentury, academic aspect of music declined
30 middle of the 16th
century, music was not a part of the university
Curriculum
p. 30 Protestant Reformation and Education
30 St. Benno, bishop of Meissen is credited with restoring public singingOf the Divine Office in the 11 century…but did not spread until
Years later 31 changed education…
Attendance declined at schoolsMonasteries closed..and their schools
Nobles embezzled educational fundsTransfer of education from the church to the state
31 Protestantism spread…no need for Catholic Schools…no need toPrepare students for priesthood
p. 30 Desiderius Erasmus (1469-1536)30 promoted both classical and biblical studies…complementary
30 wrote The Right Method of Instruction30 wrote The Liberal Education of Boys
30 educated manknowledgeable, honest, capable of independentjudgment.
30 sound education is essential to real wisdom30 wrote textbooks and guides to help teachers and students in their
Study of classical literature30 MOST SIGNIFICANT CONTRIBUTION WAS THE DEVELOP-
MENT OF A THEORY OF HUMANISTIC EDUCATION INWHICH A BOND WAS ESTABLISHED BETWEEN
CLASSICAL KNOWLEDGE AND SOUND MORALCHARACTER.
p. 31 Martin Luther 31 Reformation began with Luther’s attack on the papacy
31 95 Thesis on the door of the castle of Whittenberg 1517…changedAll religion
31 spokesman for universal education…common and elite31 with Melancthon…education preceptor of Germany…planned to
Create the first public school system since Roman Empire32 recommended adding music, poetry, history, and the whole course
Of mathematics to the normal course of reading, writing, andArithmetic.
32 theology only deemed higher than music32 children should study music
32 teachers should be musicians32 schools he established always had music
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32 the first, evangelical schools, provided elementary education32 The two others were both Latin schools that provided
Secondary education32 Music should be studied in all three divisions
32 Georg Rahu, composer and printer (printed music for the church and
Schools) and Johann Walther, a composer And teacher (edited and compiled the protestant school music)assisted Luther
p. 32 John Calvin (1509-1564)
32 Protestant Popefrench Protestant reformer, theologian, educator
32 led to divisions in Protestantism32 The Institutes of the Christian ReligionChief work
32 abandons all sacraments except baptism and the Lord’s supper 33 believed in predestination.
33 Puritanical33 believed that music should be enjoyed when combined with reverence
For God.33 Congregational singing
33Geneva Psalter of 1565Claude GoudimelP. 33 John Marbecke (1510-1585)
33 theologian33 Henry VIII organist at St. George’s Chapel in Windsor Castle
33 Wrote The Book of Common Prayer Noted (1550) a musical settingOf Bishop Thomas Cranmer’s 1544 Anglican service
33 Gregorian Chant- modulation in the recitation of psalms, and a song-Like manner in the canticles and works take from the Mass
P. 34 Education in the seventeenth Century: the age of realismP. 34 John Amos Comenius
34 born in Bohemia later settled in Poland34 educator
34 Gate of Languages Unlockedwrote34 The World through Sense Pictures
34 pansolosophyall true things must be in harmony with trueReligion, including true philosophy and true art
34 The Great Didacticdiscussed the teaching of music and artSpecifically in terms of curriculum and method
34 singing well-known melodies and, for those with musical aptitudeLearning the elements of advanced music
34 wrote about what children should learn and what they shouldAccomplish
35 graduated music…
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P. 35 John Locke (1632-1704)35 Born in England, attended Oxford University, bachelor and masters
Degree35 security of society and individual most important
35 He recommended music as a form of recreation to “divert and
Delight pupils wearied with Study or Dancing35 Dancing instruction importantP. 35 Richard Mulcaster (1530-1611)
35 headmaster of the Merchant Taylor’s School of London36 child’s interests and abilities should be considered when developing
Educational programs36 used English for instruction
P. 36 Music Instruction in German Schools36 Music was a curricular subject in some German schools, normally at
The secondary level.36 elementary--German…children learned by rote and sang by ear
36 intermediateGerman…boys progressed to music theory and partSinging, and they composed in class
36 upper levelGerman…studied more advanced theory and wereExpected to master sight singing and part singing.
36 some German schools were excellent36 boys sang in school and for special occasions
36 during Enlightenment, music not so close to religion, parish schoolMasters who were organists taught music were replaced by
Untrained music teachers36 1910 a law was passed requiring music teachers to pass a state
Examination after three or four terms of study.P. 37 Private music instruction
37 Private music instruction was always available in European countries.P. 37 Beginnings of Music conservatories
37 the training school fro professional musicians, were Italian charitableInstitutions for orphans and other underprivileged children.
37 asylums or ospedali37 girls learned vocal and instrumental music and sang in choirs.
CHAPTER 4
P. 45 Native Americans and the Spanish ConquerorsP. 45 Incas
45 Music instruction was given in schools for the children of the royalFamily and the nobles of the empire
45 Four-year of study culminated in oral examinations that tested studentKnowledge of wars, conquests, and sacrifices as celebrated in song
45 women received music education so they could sing and play the fluteTo entertain banquets of royalty and nobility
46 Jesuits came to Peru 1568 and conversion of indigenous peopleOccurred
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P. 46 The Aztecs46 Hernando Cortes conquered Mexico in 1521
46 Aztecs converted to Christianity46 Pedro de Gante opened school
47 Moved to Mexico City in 1527
47 built over 100 churches47 built schools47 University in Mexico
47 ORDINARY OF MASS WAS PRINTED IN 1556FIRST BOOK PRINTED IN AMERICA
47 Francisco Coronado conquered the area that is now New Mexico47 Juan de Padilla left by Coronado
47 Music teacher 47 Juan de Zumarraga wrote…Indians are great lovers of music,
And the religious who hear their confessions tell us thatThey are converted more by music than by preaching
And we can see they come from distant regions to hear it.48 Spanish enslaved indigenous people
P. 48 Native Americans and the French48 Jacques Cartier1534thought riches were in Canada
48 French did not inslave the indigenous people49 Brought Christianity to people through music
49 Created schools to Louisiana.49 used music for conversion
P. 49 Early Immigrant Groups to the New World49 American Music began with the founders if the English Colonies in
New England49 William Penn and the Quakers
49 Exchanged land for debt owed to him50 Later was Pennsylvania
50 Many religious groups came to PennsylvaniaP. 50 Moravians
50 branch of the Unity of Brethren50 Church of Cornenius
51 Trombone Choirs51 John Antes Moravian Composer
51 founded first American collegium musicum51 first trombone choir
51 Christian Ignatius Latrobe…all that learn…51 strong emphasis on music education
51 valued music education51 influenced American musical life with its collegia musica and their
First performances of European oratorios and symphonies51 influenced Charles Wesley and George Whitefield…Methodist
Preachers to use more hymns in their services
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P. 52 German Seventh Day Baptists52 Johann Conrad Beissel founded the Ephrata Cloister of Seventh-
Day Baptists 173252 Composed over 1000 hymns
53 founded a chorus to sing his music
53 mystic53 First hymnalP. 53 Mennonites
53 Settled in Philadelphia and Germantown, PA53 brought with them a hymnalMennonite Hymnary
53 Christopher Dock 53 opened school in Skippack, PA
53 Christopher Saur, printer and student of Christopher Dock Persuaded Dock to write treatise (Schul Ordnung)
About how to conduct school54 contained note board to be used in teaching music
To children54 Johannes Kelpius
54 August Hermann Franke founded Halle FoundationP. 54 Shakers
54 Mother Anne Lee founder 54 Millennial PraisesShaker Hymnal
55 Shaking QuakersShakers55 Shaped notes, American Indian notation, numerical notation,
And traditional round notes55 Used 7 lowercase letters of the alphabet
55 Tis a Gift to be SimpleAppalachian SpringP. 55 Reformation
56 Luther wrote hymns with Johann Walther and Conrad Rupff.56 focused on hymnspolyphonal
P. 56 The Puritans56 Book of Common Prayer
56 advocates of psalmody57 Sternold and Hopkins Whole Book of Psalms was published
P. 57 The Pilgrims57 Robert Brownadvocated separation from the church
57 Came on the Mayflower to Plymouth58 Book of Psalms
P. 58 Puritans Arrive in America58 Settle in the Massachusetts Bay Colony
58 Calvinists58 believed in predestination
58 simplicity of worship58 no professional musicians and musical instruments were
Allowed in their churches58 The Whole book of PsalmsSternhold and Hopkins
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58 Founded Harvard College58 no music courses…but students did learn from
Notation58 Reverend Thomas Symmes
P. 59 The Bay Psalm Book
59 First Book Printed59 Compiled by the Committee of Thirty59 John Eliot, Thomas Weld, and Richard Mather
59 only six meterseasier to sing59 popular on both sides of the Atlantic
60 ninth edition had music60 notes were diamond shaped
60 Tunes taken from Playford’s An IntroductionOf the Skill of Music
P. 60 Musical Life and Music Education in the Southern Colonies vs. North60 North…religiousPublic education
60 South…more like Europe where rich had music61 armonica---invention of Ben Franklin
61 Massachusetts School Law of 1642--the Massachusetts BayColony compelled elementary school for their children
62 Massachusetts School Law of 1647required every townshipTo require an elementary teacher
63 legalized taxation for educationP. 63 Musical Cities in the South
63 Charleston, SC63 First opera…Hob in the Well
63 Williamsburg, VA…First playhouse63 The Beggars OperaUpper Marlboro, MD first opera
Production in America to include an orchestraP. 63 Plantation Life
64 Looked down on professional singers64 Slave life…Christianity inspired Spirituals.
P. 64 The North64 Though Christianity prevailed, theaters still arose.
65 Temple of MinervaFirst oratorio composed by FrancisHopkinson…for George Washington
68 Theocracy
CHAPTER 5 THE NEW ENGLAND ROOTS OF AMERICAN EDUCATION
P. 68 New England developed a formal system of music education for the masses.
P. 68 Psalm Tune Singing68 Two Methods
68 Regular way…singing by note or reading music69 Old way…LINING OUT…where people could not
read…echo the deacon line by lineCalvanist unsophisticated country people
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69 Made hymn singing decline because peopleSang out of tune
71 Calvinist probably liked lining out because theyOnly cared about the text in musicthought
This traditional manner of singing was more
Pleasing to GodP. 71 The Reform Movement and Formal Education72 Ministers advocated changing from the traditional way
P. 72 John Tuft
72 Introduction to the Singing of Psalm Tunes72 Most significant in music education until Lowell Mason
73 Devised an innovation in musical notation to simplify musicReading
73 Fasolamifirst four notes syllables73 taught in singing schools
73 Rudiments of Music, Andrew Adgate gave instructions for Modifying the syllables with accidentals
73 duration of notes with punctuation marks74 Notation appeared in the French Psalter in 1560
74 100 Psalm Tune NewFirst complete composition by aComposerTuft
P. 76 Thomas Symmes76 The Reasonableness of Regular Singing or Singing by Note or
An Essay to Revive the True and Ancient Mode of SingingPsalm-Tunes According to the Pattern of Our New-
England Psalm-Books.P. 76 Thomas Walter
76 singing the regular way76 The Ground rules of Music Explained, or An Introduction
To the Art of Singing by Note76 Walter thought would be received better than Tuft
P. 77 The Singing School Movement77 Singing the regular way gained momentum
77 refers to a tradition in which music teachers or singingMasters, held classes in communities where people
Desired to learn to sing by note.77 prepared members of the church but also was good for
Social life77 brought livelihood to music teachers
80 embraced everyone who wanted to participateP. 77 The Great Awakening
P. 77 George Whitefield
77 revivals to America77 stimulated church music
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P. 77 Charles and John Wesley
77 Charles Wesley considered music of primary importanceIn religion
77 Methodists were followers
78 Charles Wesley wrote over 6500 hymns…more for Common peopleP. 78 Dr. Isaac Watts
79 Hymn writer P. 79 A New Music Notation System
79 Shaped notes…inspired by music schoolsP. 80 How Singing Schools Operated
80 Advertised in the paper 80 Classes met in the evening 4-5 times a week
80 few weeks to six months80 could have two schools or one
80 students buy books from the singing master 81 Andrew Adgate developed a system of teaching
81 students wanted to learn to read music and improve voices andSocialize
81 began as religious then added secular 82 continued longer in the South…because the North had public
Schools82 Had singing schools not existed then public schools may have
Not adopted musicP. 82 Tune Books
82 end openers82 music texts and collections of choral music
83 Pestalozzian principals influenced music instructionP. 83 Elam Ives
83 divided instruction into three departments…Rhythm, pitch, and dynamicsLowell used these terms
84 one thing at a timeP. 84 Lowell Mason
84 Modern Psalmistmore introductory textsP. 84 New Notation System
84 Shaped noteswhere each note shape was assigned to eachOf the four syllables.
84 seven note system evolvedP. 84 William Little and William Smith used shaped notes in the Easy Instructor
P. 84 Andrews Law used shaped notes in The Art of Singing, the Easy Instructor
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P. 84 Jesse Aikins system widely acceptedP. 89 Mason brothers…Lowell and Timothy published Ohio Sacred Harp in both
traditional and shaped notes so it would appeal also to rural peopleP. 89 Andrew LawMusical Primer…did not succeed
P. 89-90 Music of the Tune Bookshomophonicfuging tune
P. 91 set piecewas sometimes a longer sectional composition with changing moods andmeters, chordal and imitative treatment, and occasional solopassages
P. 91 anthemwas an extended through-composed piece with several sections of Different moods and meters.
P. 91 sentencewas a short scriptural text homophonically set to music, usually only oneOr two periods
P. 91 The Singing Masterstraveled from city to cityP. 92 W.S.B. MatthewsDwights Journal of Music
P. 92 James Hopkinson and James Lyon were the first native-born composers.92Urania
93 InexpensiveP. 93 Other American coposers…Flagg, Tans’ur, …
P. 93 The Yankee Composer 93 composers were often music teachers
93 folkish character 94 William Billings…Yankee composer
P. 94 William Billings94 best known of the Yankee composer
94 deformed94 Chester tuneused by the continental army
94 The Singing Mastermost popular 94 Rules for regulating Singing Schools
96 The New England Psalm singer or American Chorister Paul Revere engraved it
96 died in povertyP. 97 Supply Belcher
97 tavern keeper 97 Handel of Maine
97 school teacher, choir director, justice of the peace, repr. InThe legislature
97 composed simple and elaborate piecesP. 97 Daniel Read
97 most popular Yankee composer 97 served in the Continental Army and then bookseller
97 manufactured ivory combs97 published sacred music
97 published The American Singing Book, and Introduction toPsalmody
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P. 97 Oliver Holden97 CoronationAll Hail the Power of Jesus Name
97 The American Harmony, The Union Harmony, and TheMassachussetts Compiler
P. 98 Justin Morgan
98 individual songs…Montgomery and Judgment and AnthemP. 98 Jeremiah Ingalls98 The Christian Harmony or Songster’s Companion
P. 98 Andrew Law98 Brown University
98 Archdale published in Plain Tunes, The Select HarmonyAnd The Musical Primer
98 turned against the school of compositionP.99 Black Americans
99 Blacks participated in singing schools99 Cotton Mather organized the Cosiety of Negroes
99 Rev. Hanks conducted singing school99 Newport Gardner studied under Andrew Law
99 conducted singing schoolP. 100 Decline of the Singing School
100 Singing schools declined because it was notConsidered scientific
P. 101 First Nostalgia Revival
CHAPTER 6 EDUCATION FOR A NEW DEMOCRACY: BUILDING A NATION
P. 111 Differences Among Americans
112 Two mindsets…European and CalvinisticP. 112 The Enlightenment or the Age of Reason
113 Reformation…toward religion113 Enlightenment…science…humanismman controlled
The means to his own improvement and could not relyOn divine power to change lives
113 Rene DecartesFrench Philosopher and scientist…beganWith doubt…cogito, ergo sum…I think therefore I am
113 Jean-Jacques RousseauSwiss-French philosopher author,Political theorist, and composer.
114 The Social Contract114 Emile…education of a boy named Emile
114 wanted education system that would allowPeople to freely develop their potential
Free social order
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P. 114 The Constitution of the United States of America114 John LockeSecond Treatise of Government
114 belief in the perfectibility of man, the inevitability of progressAnd the power of reason
114 federal…sovereign union of sovereign states
114 Rivalry…The Republican PartSlave owners and FederalistsThe mercantile, shipping, and financial interests of theLarge seaport cities from Massachusetts to SC
P 115 The Cultural life of the Young Nation114 Noah Webster…schoolmaster…webster’s dictionary
116 elementary schools and grammar schools to prepare boys for CollegeNORTH
116 elementary schools only if plantation owners made them SOUTH
p. 116 A New Period of American EducationP. 116 The Academy
116 Academy came into being because of Ben Franklin117 Became the University of Pennsylvania
117 replaced Latin schoolP. 117 Early Public Schools
117 pauper schools…rich did not want to go thereP. 117 Jefferson’s Contribution to Education
118 education free from religion118 elementary school for each hundred
118 Suggested adding a professor of ethics at College of William and Mary where he attended
P. 118 The Common School Movement118 Horace Mann and Henry Barnard
Graduates of Brown and YaleLawyers
LegislatorsState superintendent of common schools
118 Horace Mann.118 Most influential in education in American History
118 Puritan…rejected the Calvinist119 Massachusetts was the first state to establish music
Education as a public school curriculum subject119 public school education
119 secondary school in Massachusetts…1824P. 120 The Federal Government and Public Education
120 Northwest Ordinance of 1727120 free schools…higher education for women…
Abolished slavery
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CHAPTER 7 THE PESTALOZZIAN EDUCATION REFORM MOVEMENT
P. 123 Johnann Henrich Pestalozzi (1746-1827)123 Enlightenment Thinker
123 Inspired by Rosseau’s Emile
123 Inquiry into the Course of Nature in the Development of theHuman Race123 Studied at the University of Zurich…but could not be in the
Ministry123 Ran school for children but failed due to money
123 Wrote about education123 The Evening Hours of a Hermit, Leonard and Gertrude
The Illustrations for My ABC Book 124 Taught convent in Stans…but closed
124 Wrote teaching method books124 How Gertrude Teaches Her Children…most influential
124 Swiss and German adopted a singing method based on thePestalozzian principals
P. 124 The Fundamentals of Pestalozzian Education124 life to education…more pragmatic
124 Morality and citizenship are two broad goals of his philosophy125 believed in physical education
125 Nature was the first teacher 125 people learn from their senses
P. 125 Pestalozzian Music Instruction125 valued music in education…but did not teach it.
125 music was moral more than cognitive…but thought the studyOf music was an intellectual activity
126 Pedagogical principals were incorporated into an 1812 musicMethod of Michael Pfeiffer and Hans Georg Nageli
126 Pest…organized group singing to promote social unityAnd religious values
126 Nageli also organized group singingP. 126 Nagali and Pfeiffer studied music in the context of three main elements:
Rhythm, melody, and dynamicsRhythm…appeals to the young child and related to numbers
Melody…next…then dynamics126 The elements of music were not introduced in the order that
Children perceive them126 Pfeiffer manual over 250 pages of detailed exercises
P. 126 Pestalozzian Influence on American Music Education
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P. 126 William Woodbridge127 first to suggest the value of music in regular education
127 Delivered speech “On vocal Music as a Branch of CommonEducation”
127 geographer and minister…wanted to develop the common
School127 Taught Pestalozzi’s prinscipals128 combined with Elam Ives, Jr. to carry out experiments in
Teaching music
P. 127 PESTALOZZI’S PRINCIPALS
P. 128 Elam Ives, Jr.128 born in Hampton, Conn.
128 church music director and singing school master 128 established Philadelphia Music Seminary
128 First to apply Pestalozzi’s principles to music teaching in US128 Hartford Experiment about the training of
students…inconclusive128 Amercian Elementary Singing Book…first Pestalozzi
Principles in US128 Juvenile Lyer…second book
P. 129 Lowell Mason129 Father of singing among children in the US
129 Helped get music adopted into public schools129 Grandfather a singing school teacher
129 family wealthy..father owned dry goods business,Town treasurer and member of the state legislature
130 Attended the singing school of Amos Albee andLater Oliver Shaw
130 played the organ, piano, flute, clarinet, and other Instruments
130 worked in store with Stebbins in Savannah, GA130 Sabbath School…first superintendent
130 MANY OCCUPATIONS131 Boston Handel and Haydn Society Collection of Church
Music was printed in 1821…22 editions131 accepted position of choirmaster of Dr. Lyman Beecher’s
Church131 Became president of the Handel and Haydn Society
131 resigned to allow more time for teaching music andSinging to children
131 July 4, 1832…Junior choir of the historic Park StreetChurch in Boston in the premier performance of
America
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131 began to publish children’s books…The Juvenile Psalmist,
The Juvenile Lyre…first songbook in this country131 became involved in school music
131 founded Boston Academy with George J. Webb…1832
1500 students the first year 132 music appreciation…Fetis book 132 published over 20 collections
132 composed mostly hymns, anthems, and schools songs132 some hymns are popular today
132 studied Pestalozzian methods.132 3 of his sons were also influential in music
132-3 The Sacred Harp was published in both shaped notesAnd Patent Notes to accommodate sales
P. 133 Mason and the Nineteenth-Century Age of Progress
133 Enlightenment gave way to the Age of Progress133 Mason embraced this idea.
134 changed the taste of Americans
P. 134 The Implementation of Pestalozzianism in American music education134 Woodbridge promoted Pestalozzianism in music
134 Woodbridge influenced Mason and Ives134 Woodbridge became highly vocal advocate of public
Schools134 collaborated with Mason on speech
134 editor of American Annals of Education and InstructionP. 134 Mason and Woodbridge
134 Possibly Woodbridge and Ives changed Mason’s mindAbout children singing.
134 Mason created The Juvenile Psalmist in 1829P. 137 The Juvenile Lyre
137 compiled by Mason at Woodbridge urging137 first school song book published in this country by Mason
137 Devoted to the idea of democratic music making.137 Mason admired GardinerMusic of Nature
140 Lyre (Woodbridge and Mason)…preface refers to changeP. 141 The Boston Academy of Music
141 opened due to Woodbridge141 administrators
141 Mason was leader 142 worked to improve church music and develop support for
The idea of music in the common schools142 taught music at the Asylum for the blind
142 Joseph A Keller taught violin to a group of boys142 eventually had an orchestra
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P. 142 The Manual of the Boston Academy of Music142 Mason published his Manual of the Boston Academy of Music
142 became the handbook of singing school teachers throughoutThe country
142 Mason said ideas tied to Pestalozzi
142 other credits142 some times thought of as a plagiaristP. 146-47 Mason’s Pedagogical Methods
P. 147 The Music Convention Movement: The beginnings of Teacher Education148-9 Class convention…1836 resolutions…
149 National Music ConventionP. 150 The Normal Institute
P. 151 Lyceums151 adult training
151 American individualism151 Ralph Waldo EmersonIsaiah of the American Democratic
Faith
P. 155 CHAPTER 8 BEGINNINGS OF MUSIC IN AMERICAN SCHOOLS
P. 155 Singing Societies
155 lasted 12-16 weeks155 Thetford, Vermont, and Lyme, Newhameshire, and
The neighboring villages on either side of the ConnecticutRiver were the first singing societies
155 By 1812 they outnumbered Germany156 The most famous singing society was the Boston Handel
And Haydn Society organized in 1815wonder of theNation
P. 157 Music Education Outside of Boston157 Joseph Neef
157 served in Napoleon’s army157 viewed education holistically
157 did many activities with his students157 Robert Owencomprehensive education program
157 William MacLurephilanthropist157 Marie Louise Fretageot…preschool
157 Casimir P. d’Arusmont to operate a trade school158 Music was an important part of life and education
In all the communitarian settlements.P. 158 Preliminaries to Establishing Music as a Curricular Subject
158 1930-1840 was critical and significant in the establishmentOf vocal music programs in American Schools
158 singing took place in private schools before the commonSchools came into existence.
158 widespread interest for music in schools was evident158 Rev. Samuel Smith had sing America on July 4, 1831.
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P. 159 Early Public School Music159 Justin Morgan and Thomas Fessenden in Vermont
Village schools and also accomplished singingSchool masters.
159 Morganfarmer, horse breeding, composing
159 FessendenLawyer, cellist, and singing school master 159 Horace Barnes…encouraged singing in his school159 George L. White…musical teacher –Jubilee Singers
160 money allotted for music in schoolsP. 160 School music in Boston: Music becomes a curricular subject.
160 August 24, 1837 the Davis committee recommended that vocalmusic be introduced on an experimental basis for four
public schools under the supervision of the BostonAcademy of Music.
160 Reasons…intellectual, moral, and physical development162 Resolutions
162 Committee approved the resolutions but no money.162 Mason offered to teach at the Hawes school fro no pay
162 Mason effort praisedP. 164 The Magna Charta of Music Education
164 August 28, 1838, the Boston School Committee approvedA motion to instruct the Committee on Music to appoint a
Teacher of vocal music in the public schools of Boston.164 first time as school curriculum
164 known as The Magna Charta of Music Education164 Lowell Mason was appointed as the superintendent of music,
And the first supervisor of music in the US.164 Jonathan first assistant
164 Mason criticized for job…money, etc.164 lost his job then 6 months later resumed his job
P. 165 School Music Spreads to other communities166 New York
Music taught in Buffalo in 1837Ebenezer Leach taught music at the gymnasium in Utica
166 MarylandLevi Wilder introduced music to schools in Baltimore in
1836WilderMusical Elementary Embracing Inductive Steps
on the Rudiments of Music167 District of Columbia
John Hill Hewitt…Washington, DC. First music teachersIn city schools…1843
Mr. Daniel167 Connecticut and Rhode Island
Slow in introducing music due to the strong resistance of Common schools
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168 Henry Barnard…Connecticut Common School Journal168 First to collect data about music instruction
168 Barnard moved to RI and introduced music intoSchools
168 Pennsylvania
168 Chauncey Holcomb tried to introduce music169 Music was introduced into high school beforeElementary
169 New Jersey169 Introduced into Newark Schools 1846
169 Trenton introduced music in 1842…not to interfereWith other subjects
169 Kentucky169 W.C. Fan Meter spent time teaching in schools
170 Ohio170 First paid music teacher Jesse P. Hatch.
170 he used the Sacred Harp in teaching171 Seventh Annual meeting…two papers…
Calvin Stowe…and Harriet Beecher 172 1838 Music was taught formally for the first time
In Cincinnati schools172 1837-38 first recognized music in the common
Schools of the city.173 William F. Coburn and Elizabeth Thatcher hired
August 12, 1844173 John Calvin Aiken was the first music specialist
To teach in the primary grades and was theCitys first superintendent of music.
174 Music in other cities174 New Music Education Literature
174-5 RestorationAmericans sang music of the mother country175 last half of the 18
thcentury they broke from this practice
175 Old world models came back, but were not good175 Mason and other replaced the music of the mother country.
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