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The music department in higher educa...

Hays, Timothy Odell.

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The music department in higher education: History, connections, and conflicts, 1865-1998.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The music department in higher education: History, connections, and conflicts, 1865-1998./
Author:	Hays, Timothy Odell.
Description:	268 p.
Notes:	Director: Michael Perko.
Contained By:	Dissertation Abstracts International60-05A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9930572
ISBN:	0599308710

The music department in higher education: History, connections, and conflicts, 1865-1998.
Hays, Timothy Odell.

The music department in higher education: History, connections, and conflicts, 1865-1998. - 268 p.

Director: Michael Perko.

Thesis (Ph.D.)--Loyola University of Chicago, 1999.

This dissertation presents a historical study of the music department in American higher education (American music academy) with special emphasis on the tension which developed between the Western art music canon and the music of popular culture. It examines societal, technological, and musicological impulses. The main thread of this chronologically arranged narrative focuses on the development of the American music academy, tracing this institution from its European roots to the issues of the present day. The dynamics of the art music canon with its Germanic orientation, and canonicity in general, are explored as organizing principles. Curricular and operational norms are identified and discussed, as well as intellectual movements—such as positivism and modernism—that continue to inform the contemporary academy. Influential schools of origination are profiled as is the genesis of the accreditation body, National Association of Schools of Music (NASM).

ISBN: 0599308710Subjects--Topical Terms:

543175
Education, Higher.

The music department in higher education: History, connections, and conflicts, 1865-1998.
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100 1 $a Hays, Timothy Odell. $3 1256989
245 1 0 $a The music department in higher education: History, connections, and conflicts, 1865-1998.
300 $a 268 p.
500 $a Director: Michael Perko.
500 $a Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1472.
502 $a Thesis (Ph.D.)--Loyola University of Chicago, 1999.
520 $a This dissertation presents a historical study of the music department in American higher education (American music academy) with special emphasis on the tension which developed between the Western art music canon and the music of popular culture. It examines societal, technological, and musicological impulses. The main thread of this chronologically arranged narrative focuses on the development of the American music academy, tracing this institution from its European roots to the issues of the present day. The dynamics of the art music canon with its Germanic orientation, and canonicity in general, are explored as organizing principles. Curricular and operational norms are identified and discussed, as well as intellectual movements—such as positivism and modernism—that continue to inform the contemporary academy. Influential schools of origination are profiled as is the genesis of the accreditation body, National Association of Schools of Music (NASM).
520 $a Sweeping forces in mainstream culture during the twentieth century transformed the role and uses of music in society. Major impulses explored include: the influence of mass communication, mass markets, and youth culture; the advent of new musical genres; the commodification of music as a product in an industry of popular culture; and the ongoing paradigm shift from music as a live performance medium to a recorded medium—the <italic>virtual performance</italic>. Contemporary academic issues that impact the music academy involve: relevancy in the classroom, the “culture wars,” multiculturalism, and the possible recognition of a second musical paradigm. Key questions are developed: what criteria and forces legitimized the art music canon as the academic music of study? What is a critical theory reading of this history? Why and by what means has the genre of jazz begun to appear in the curriculum while other genres have not? How has the music academy accommodated major shifts in American society? This dissertation provides the American music academy with a history and a sense of its place in the larger culture as well as identifying contemporary issues which will effect the academy in the next millennium.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9930572