Sondra Howe

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Papers by Sondra Howe

Mason family

Oxford University Press eBooks, Jan 31, 2014

Mason, Luther Whiting

Oxford University Press eBooks, Jan 31, 2014

The Tune Books of William Billings: Music Education in the Eighteenth Century

The bulletin of historical research in music education, Sep 1, 1998

William Billings (1746-1800) was the first professional American composer and music educator. A s... more William Billings (1746-1800) was the first professional American composer and music educator. A self-taught musician, Billings probably attended singing schools and choral societies and received instruction from singing masters. He taught singing in Boston's fashionable churches and at singing schools in Providence, Rhode Island, and Stoughton, Massachusetts. In order to support his family, he accepted minor municipal appointments and worked as a tanner. Billings composed over threehundred compositions of choral music, published in six tune books and as individual pieces. He wrote psalm and hymn tunes, fuging tunes, canons, and anthems. His music was mostly written for four-voice unaccompanied chorus with the principal melody in the tenor voice. The American Musicological Society and The Colonial Society of Massachusetts have published the complete works of Billings in a scholarly edition that includes detailed background material. David McKay and Richard Crawford have written a biography of Billings, James Barbour has written about Billings' church music, Karl Kroeger catalogued his works, and Hans Nathan described his life and publications. In 1996 The Quarterly Journal ofMusic Teaching and Learning published a special issue of seven articles to commemorate the 250th anniversary of Billings's birth. George N. Heller has published a bibliography of articles, books, scores, and recordings. I

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American Music in Meiji Era Japan (ヴァナキュラー文化研究会レクチャー・コンサート&国際シンポジウム日本とアメリカ,歌の架け橋 : スティーブン・フォスター歌曲の受容と展開) -- (シンポジウム)

立命館言語文化研究, Oct 1, 2014

(原文）American Music in Meiji Era Japan

立命館言語文化研究, Oct 1, 2014

The Nineteenth-Century European Tours of Julius Eichberg and Luther Whiting Mason

The bulletin of historical research in music education, Sep 1, 1993

American musicians and music educators in the nineteenth century looked to Europe to find models ... more American musicians and music educators in the nineteenth century looked to Europe to find models for the musical institutions they were developing. Dwight's Journal of Music reported the musical events in European cities. European musicians came to America to teach. Music educators had the goal of teaching music to every child in the public schools, but they were not interested in music by American composers. They taught the music of the European, especially German, male composers. They wanted to know how Europeans taught music in their institutions, and they copied European pedagogical methods and textbooks. Julius Eichberg and Luther Whiting Mason toured Europe to interview music educators, visit schools, study methods, and collect textbooks. They used European materials they gathered to create textbooks for the Boston public schools. European ideas influenced them as they organized music in the Boston schools. They were critical of certain aspects of European education, and they were convinced that they were developing an excellent American system.

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Crane, Julia E(ttie)

Dictionary of Music Education (Book Review)

CAML Review / Revue de l'ACBM, 2014

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The Tempest of War" Luther Whiting Mason in the American Civil War

Journal of Historical Research in Music Education, 1991

Luther Whiting Mason (1818-1896) is weD known as an important. nineteenth~ntwy music educator and... more Luther Whiting Mason (1818-1896) is weD known as an important. nineteenth~ntwy music educator and textbook ediIor. Less wdl known is hisparticipation in the American Ovil War andthe experiences thatprepared him for hiS career in the Boston schools and for his work in Europe and Japan. Cincinnati Mason was in the 138th Regiment ofOhio from Mayto September of 1964. At the age of fony-six. Mason was weD established in a teaching career in Cincinnati wben be was called to serve in the avil War. He had begun leaChing in ancionati in 1856. previously having taught in Newark. Delaware; Baltiroor"e. Maryland;~Louisville. KeDbdy. He was married and had two daughlcrs.l In Cincinnati. Mason taught music for nine years in the district and intermediate schools and at the Night High School. He directed choral concerts with aggregations from each of these: Together with Charles Aiken. Elisha Locke. and D. R Baldwin. be was part of a strong music staff. lMason's years in C'mcinnali arc described ia Sondra Wieland Howe,-Lulhcr Wlaiting Mason: CooIribulioAs 10 Music EdalCalioa ia NinelCeDlb-CcolUry Americaand Japan-(Ph.D. diss., University of MiOlN"3OCa. 1988),22-32. Seealso. Olarles L Gary, •A Hisaory of Music Educatioa ia Ihc CinciAnali Public Schools-(Ed.D. diss•• Uoivcnily of CincinnaIi. 19S1). 100 101 Mason began his publishing career in Cincinnati. He and Baldwin collaborated with Reverend G. D. Archibald to produce a Book of Chants (1857). In 1860, Mason and Baldwin wrote the section on "Elements of Vocal Music" in The Young Singer: A Collection ofJuvenile Music (1860). Since there were many German-speaking people in Cincinnati, Mason used Christian Heinrich Hohmann's PraktischerLdrrgang in his teaching. He was instrumental in having this textbook translated and published as Hohmann's Practical Course of Instruction in Singing (1856, 1858). Mason constructed a set of music charts for six grades, using Hohmann as a basis. These charts were used in the Oncinnati schools until 1883. The Civil War interrupted Mason's career in the summer of 1864. This was a difficult period in the war, as the Union Anny engaged in some of the bloodiest battles of the campaign in proceeding south through Virginia. Beginning in May, General Grant led Meade's Anny of the Potomac across the Rapidan River to engage Lee's Anny of Northern Virginia. Grant fought Lee in battles at O1ancellorsville, Spotsylvania, Nonh Anna, Cold Harbor, and Petersburg. Lee finally surrendered at Appomattox Court House in 1865. Mason was close to the battlefields near Richmond and Petersburg.2 In the spring of 1864,many thought the war would be quickly won if extra reinforcements guarded the bridges and forts so the regular troops could give Grant more strength on the front lines. Iri April, newspaper articles called for men to serve for onehundred days as militia to guard forts andrailroads. The men were clothed, armed, equipped, andttansported by the United States government. Ohio produced a National guard of JO,OOO men with only one week's warning. This Ohio National Guard protected the Baltimore and Ohio Railroad, forts at Baltimore and around Washington, and gave distinguished service in the Shenandoah Valley, on and near the James River, and around Petersburg and Richmond.3

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A History of American Music Education (review)

The Journal of Aesthetic Education, 2008

A History of American Music Education (review)

The Journal of Aesthetic Education, 2008

Book Review: School was our Life: Remembering Progressive Education, by Jane Roland Martin. Foreword by Estelle R. Jorgensen. IN: Indiana University Press, 2018