Managing the Muses: Musical Performance and Modernity in the Public Schools of Late-Nineteenth Century Toronto
Bibliographic record
Abstract
Abstract:This paper employs the lens of sensory historical analysis to examine public school music in the making of a modern middle class in late-Victorian Toronto. Its aim is to show how this subject both shaped and was shaped by the culture of modernity which increasingly pervaded large urban centres such as Toronto during the course of the nineteenth century. The paper goes beyond pedagogic and bureaucratic justification, to present the evolution of school music within a much broader acoustic framework, that is, to weave it into the increasingly-urban soundtrack of Toronto, to gain some appreciation of how it would have been heard and understood at the time. Its aim is to offer historians of education an understanding of what actually occurred in the classrooms of Toronto during the period by listening to these experiences and the acoustic environment in which they would have been understood.Résumé:Cet article analyse le rôle joué par les cours de musique dans les écoles publiques de Toronto dans le processus de formation de la classe moyenne à l'époque victorienne. L'auteur propose une analyse historique sensorielle afin de démontrer comment cette matière scolaire a influencé et était influencée par la culture de modernité dont s'imprégnaient graduellement les grands centres urbains au cours du dix-neuvième siècle. Au-delà des justifications pédagogiques et bureaucratiques, il présente l’évolution des cours de musique dans un cadre élargi en lien avec la musique diffusée dans cette ville aux sonorités de plus en plus urbaines. Il veut ainsi favoriser une meilleure compréhension de ce qu'était le contexte sonore et sa réceptivité chez les auditeurs à cette époque. Ce texte trace pour les historiens de l'éducation un portrait de l'évolution de l'enseignement de la musique dans les classes torontoises dans le contexte particulier de la nouveauté musicale.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".