A history of the approach to teaching listening in the elementary schools as reflected in the elementary textbook series published from 1900-1990

The teaching of listening in the elementary schools of the United States developed in quality and quantity throughout the twentieth century. In the ninety years reviewed in this study, it became apparent that provisions for the development of listening skills and a knowledge of musical literature were essential to a comprehensive curriculum for elementary students. The teaching of listening in the elementary school music curriculum from 1900 to 1990 through a study of the textbook series was reviewed. A systematic study of the textbooks used in general music classes was utilized as an indicator of the types of activities and procedures used to teach listening.;The development of technology had a significant impact on the teaching of listening. Opportunities for varied listening experiences began with the player-piano and progressed to stereophonic sound recorded on records, magnetic tape and compact discs. The radio and television provided additional opportunities for students to hear music, both in the classroom and in their homes.;Limited listening activities were included in elementary music textbooks during the second decade of the twentieth century beginning with the Progressive Music Series published in 1916 by Silver Burdett Company. Emphasis was first placed on music reading by having students follow notated themes. Textbook editors shifted attention to including rhythmic activities and quiet listening as important activities for teaching listening. Listening lessons then involved directed listening in the form of listening "maps" and "call charts" in order to focus students' attention on the learning of musical concepts.;During the first half of the century music literature used to teach listening emphasized European music, particularly from the Classical and Romantic periods. Ancient, Renaissance, Baroque, Classical, Romantic, contemporary and ethnic music began to receive greater attention in the later years covered by this study. A major emphasis was placed on contemporary music during the 1970s and 1980s.;During the years studied the music education curriculum shifted from a focus on music reading and song singing to one that embraced the development of the child's aesthetic awareness and responsiveness to music through listening, singing, playing instruments, moving, and creating music.;The history of listening in the elementary school may be seen and understood in several strands of development in music education methods and materials, most prominently in music series published between 1900 and 1990.