Music Instruction at Selected State Normal Schools during the Nineteenth Century

• Published in: Journal of research in music education 2020-01, Vol.67 (4), p.413-439
• Main Author: Hash, Phillip M.
• Format: Article
• Language: English
• Subjects: 19th century; Curricula; Educational Change; Educational History; Educational Practices; Elementary school students; Elementary Secondary Education; Higher Education; Music Education; Music Teachers; Original Research Article; Schools; Secondary school students; Specialists; Teacher Certification; Teacher Education; Teacher Improvement; Teacher Role; Teaching (Occupation)
• ISSN: 0022-4294; 1945-0095
• DOI: 10.1177/0022429419888740

The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.