»... alles kommt auf die Bildung des Lehrers an« Der Weg des Instituts für Kirchenmusik zur Akademie für Kirchen- und Schulmusik in Berlin, 1918–1933
Bibliographic record
Abstract
In his manifesto Music Education and Music Care (1921), Leo Kestenberg envisioned music education academies where music teachers at secondary schools would be trained in the future.However, the most important training institution in Prussia was and still remained the Berlin Institute for Church Music, which was, however, reorganised from 1922 onwards as the Academy for Church and School Music.While much attention has already been paid to the school music reforms during the Weimar Republic and also to individual music educators who played a leading role in them, the Academy as such has hardly been historically examined.In this article, the tensions between the impulse for change and institutional perseverance are examined.In doing so, the ideas of teaching and learning in music that were effective at the academy come into focus.Dans son programme Musikerziehung und Musikpflege (ducation musicale et prati que de la musique) (1921), Leo Kestenberg prvoyait des acadmies de pdagogie musica le dans lesquelles les professeurs de musique des coles suprieures devraient tre forms.Mais le principal centre de formation en Prusse tait et restait l'Institut de musique sacre de Berlin, qui fut toutefois rorganis partir de 1922 en tant qu'Acadmie de musique sacre et de musique scolaire.Alors que la rforme de la musique scolaire de la Rpublique de Weimar ainsi que certains pdagogues musicaux qui y ont jou un rle de premier plan ont dj fait l'objet d'une attention considrable, l'acadmie en tant que telle n'a gure fait l'objet d'une tude historique.Cet article examine les tensions entre l'impulsi on rformatrice et la persistance institutionnelle.Les conceptions de l'enseignement et de l'apprentissage en musique l'oeuvre l'Acadmie ont t mises en lumire.Leo Kestenberg sah in seiner Programmschrift Musikerziehung und Musikpflege (1921) musikpdagogische Akademien vor, an denen Musiklehrende an hheren Schulen knftig ausgebildet werden sollten.Doch war und blieb die wichtigste Ausbildungssttte in Preuen das Berliner
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.005 | 0.005 |
| Meta-epidemiology (broad) | 0.006 | 0.002 |
| Bibliometrics | 0.005 | 0.001 |
| Science and technology studies | 0.003 | 0.008 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.005 | 0.008 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
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; both teacher heads agree on what is shown here.
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".