Lauren Gruber ENGL 1102-095 April 30, 2014 Annotated Bibliography Lamont, Alexandra, David J. Hargreaves, Nigel A.

Marshall, and Mark Tarrant. "Young people's music in and out of school." British Journal Of Music Education 20.3 (2003): 229-241. Web. 8 Mar. 2014. Experimenters Alexandra Lamont, David Hargreaves, Nigel Marshall, and Mark Tarrant conduct a study of both pupils and teachers to see if music education in schools is an issue. They took a sample of 1,613 pupils and 42 teachers, all which were interviewed and given questionnaires. The results of the study came back, and it was reported that teachers and pupils both had very positive attitudes towards music. It was shown that the only problem with music education was the access to technology and resources needed for the curriculum. Music in schools had shown kids in primary and secondary school to enjoy class, have more positive attitudes, and involve themselves in more extra-curricular activities. But lastly, the article ended with the statement that although music education in school does have benefits, the system should focus on maximizing music to all students and helping students who take an additional interest in music gain confidence to move forward. I chose this article because it is a peer-reviewed article that came from an academic journal that accurately shows an experiment done in the subject of music education. It overall had a positive outlook on the subject, but also gave a few drawbacks to take into perspective.

McCarthy, Marie. "The Young Musicians of Motown." Music Educators Journal 99.3 (2013): 35-42. SAGE Journals. Web. 13 Mar. 2014. Marie McCarthy begins this article by explaining and describing the Motown movement that occurred in the late 1950s a musical and cultural movement by young African Americans in Detroit that changed culture globally and promoted social change. She shows how public school programs and the support of the community were two factors that created Motown. McCarthy describes how public schools in Detroit had strong music administrative leadership, a professional music teaching staff, and a unified music curriculum. Famous and successful Motown artists such as the Supremes, Matha & the Vandellas, Smokey Robinson, Duke Fakir, and others were interviewed, and all of them showed to have a strong influence from their education while in public school. McCarthy ends the article on a strong point, saying that the story of Motown showed the strength of relationships between school and community, and how music being taught in schools promotes connections as well as cultural growth and change. I chose this article because Motown is one of my favorite historical changes to learn about, as well as it is one of my favorite kinds of music to listen to. I thought it was an extremely interesting way to relate music education to Motown, and I thought it was a great idea to have actual interviews recorded from Motown artists. It also is a very reliable source because it came from an academic journal.

Petress, Ken. "The Importance of Music Education." Education 126.1 (2005): 112-115. Web. 8 Mar. 2014. Ken Petress out immediately to say that music education is important in the four ways of success in society, school, intelligence, and life. He states that music is the most frequently cut from

schools than any other art program, and go on to explain why it should not be in detail. Petress explains how practicing an instrument encourages self-discipline, being a musician promotes dedication, performing and collaborating with others to create music creates teamwork, subjects studied such as music history and music theory provide better knowledge, performing in front of others and receiving praise boosts self-confidence, and being taught music helps in other areas as well such as hard work, humility, and goal setting. He also provides detailed examples from the National Association For Music Education, quotes from highly qualified people in the subject like Michael E. DeBakey and Dr. John J. Ratey to back up their argument. I chose this article because it is a peer-reviewed article in an academic journal that provides detailed information and have a clear stance on the subject. There are also many good resources used for research.

Reimer, Bennet. "The danger of music education advocacy." International Journal of Music Education 23.2 (2005): 139-142. Web. 8 Mar. 2014. In this article, Bennet Reimer compares the arguments of whether or not music should be taught in school. He states a common argument that the subject of music is more based on talent rather than intelligence, and only a few students are talented musically enough to pursue a career in music. The others like music as a daily hobby, so his argument is: why take away from more important subjects such as math and science for something that can be pursued outside of school? Reimer also gives the opposite perspective of how music provides community, intelligence, and overall satisfaction. The article focuses more on the fact that advocacy is dangerous and educators should focus more on benefits of the program and making the program better, rather than placing the blame on others. I chose this article because it was a peer-reviewed

article from an academic journal that gives a bit of an outside perspective. It is someone without an opinion who respects both sides of an argument.

Strauss, Andrea. "William Schuman's legacy for music education." Music Educators Journal 87.6 (2001): 24-27. Web. 8 Mar. 2014. Andrea Strauss shows the study of music education from the perspective of William Schuman, who is the president of Juilliard School of Music. The article first gave a little background on Schuman, showing that he had played instruments for many years and wrote about his journey to becoming president of the extremely prestigious music school. Schuman was very concerned with, at a college level, how music education had put extremely high standards on performance students. He was worried that students had become more worried about perfectionism rather than the art of music and the social benefits that music education brings. Schuman proposed a change in which teachers improve their own musical skill, fully engage themselves with students, and provide the best coaching. Strauss ends with explaining how the way music is taught can provide success and community within students, as well as the community outside of students, who take music classes. I chose this article because it is a peer-reviewed article that came from an academic journal written about a professional in the music education world. It also gives a different perspective of the music education, where it focuses on the college generation rather than elementary and middle school that is more commonly researched.

Woody, Robert H.. "Music in the Education of Young Adolescents." Middle School Journal 29.5 (1998): 41-47. Web. 8 Mar. 2014.

Robert Woody strongly argues that music taught in schools is important and has many benefits with it. He shows how students, especially in the middle school level, long to fit in and are searching for their identity. Music gives them the ability to be creative and create their own identity. Woody also shows that through music, there is no integration and judgment, and that teamwork is strongly enforced. Music creates community with one another and it creates social bonds. He also expresses that music creates self-control and cooperation with others and builds character. As one of the most important roles music plays in school, Woody mentions that music develops skills in students with expression, feelings, and emotion. The article ends by saying the education of music is undermined and over-looked, when there is a serious need for music to be taught in schools. I chose this article because it is a peer-reviewed article from an academic journal that creates a great argument with a clear position on the subject.