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Record W194819557 · doi:10.1177/153660061103300105

String and Music Education Associations on Long Island, New York, 1950–1960

2011· article· en· W194819557 on OpenAlexaboutno aff
Jeannine A. Sturm

Bibliographic record

VenueJournal of Historical Research in Music Education · 2011
Typearticle
Languageen
FieldArts and Humanities
TopicDiverse Music Education Insights
Canadian institutionsnot available
Fundersnot available
KeywordsString (physics)Music educationPsychologyHistoryPedagogyPhysicsTheoretical physics

Abstract

fetched live from OpenAlex

Introduction String education was a neglected area of music education in the mid-twentieth century. This resulted in the founding of many important organizations to promote string education. One of the most influential, the American String Teachers Association (ASTA), developed at a Music Educators National Conference (MENC) annual meeting in 1945 in Cleveland, Ohio. (1) In 1948, at the Music Teachers National Association (MTNA) conference, over a hundred string teachers were present for ASTA's formal inauguration. (2) Traugott Rohner, founder of The Instrumentalist magazine, voiced his concern about the need for an orchestra organization in the Music Educators Journal, as he believed school orchestra directors were ignored. (3) In 1959, eighty-eight school directors of the 133 ASTA chartered members united to develop the National School Orchestra Association (NSOA). ASTA and NSOA operated independently but often held spring conferences in conjunction with MENC. Also in 1959, the American Federation of Musicians sponsored the first International String Congress in Tulsa, Oklahoma, to encourage the professional lives of young musicians in the United States and Canada. (4) These organizations would soon be of major importance to string education and help solidify string teaching in America. in the 1950s Thousands of young service men, recently returned from World War II, were ready to start new lives with new homes and jobs in the 1950s. American industry began to expand, jobs were created, and the baby boom was underway. In 1952, the World War II general Dwight D. Eisenhower was elected president. President Eisenhower stated that America is today the strongest, most influential, and most productive nation in the world. (5) During Eisenhower's administration (1952-60), the nation experienced multiple changes. Segregation ended (1954), the highway interstate system was created (1956), and grew from a nation of forty-eight states to fifty (1959). In the music world, rock and roll was in its infancy: the voices of Frank Sinatra, Nat King Cole, and Johnny Cash were still heard on the radio. (6) In the music education field, several important events occurred during this decade. MENC established the Child's Bill of Rights in Music in 1950, to ensure that every child had the right to learn music. In 1953, the Journal of Research in Music Education published its first volume, and the International Society for Music Education had its first postwar meeting in Brussels, Belgium. MENC celebrated its fiftieth anniversary at their annual conference in 1957 and adopted the Golden Anniversary Resolution, which was intended to support music education in a postwar world and look toward the future. These events demonstrated the importance of music education in American lives. The future of American string education began to strengthen during the 1950s. The formation of ASTA strengthened string teachers' knowledge through workshops and annual conferences that provided networking opportunities. The ability to share knowledge about string education in the Music Educators Journal and the establishment of a national orchestra association could not have occurred at a better time. The formation of national string organizations also led to the formation of regional, state, and local groups that supported string education. Research Purpose and Questions The purpose of this study is to examine the history of music and string education associations on Long Island, New York, from 1950 to 1960. Through the use of artifacts, websites, and interviews with two former Long Island string educators, answers were sought for the following research questions: What organizations existed to support string education during the 1950s, and how did the economy on Long Island in that decade affect string education? This study explores the evolution and progress of five associations in New York State and on Long Island and how each was affected by the population boom of the postwar suburban era. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.263
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.000
Science and technology studies0.0000.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0020.000

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.

Opus teacher head0.399
GPT teacher head0.357
Teacher spread0.042 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

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".

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Citations0
Published2011
Admission routes1
Has abstractyes

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