INCLUDING WOMEN COMPOSERS IN MUSIC CURRICULA: DEVELOPMENT OF CREATIVE STRATEGIES FOR THE GENERAL MUSIC CLASS, GRADES 5-8

The purpose of this dissertation is to propose a feminist perspective in music education which could sensitize general music teachers to the issue of including music by women composers in the music curriculum and to provide teachers with the curriculum materials based on music by women composers for the middle school general music class, grades 5-8. An interdisciplinary approach is used in that the content is drawn from music by women composers, the educational practice forom contemporary concepts concerning pre- and early adolescents in the middle school environment, and the philosophical foundation from feminist theory. Though presented over this interdisciplinary background, the curriculum materials (Volume II, Appendices F-H) require the expertise of a music teacher for classroom implementation. It is intended that these materials be but one part of a well-developed general music program. While the curriculum materials could be used in conjunction with several popular music education methods, the basic activities employ creative strategies similar to those of Manhattanville Music Curriculum Project.

A feminist perspective in music education is defined in order that the content, educational practice, and philosophical foundation could be related clearly. This perspective, as discussed in Chapter Three, is seen as one which integrates the marginality of the arts and that of feminism while setting forth music by women composers within nonsexist approaches to classroom activity.

A systems analysis approach to instructional design is used as a framework in preparing the prototype unit. Prototype I was evaluated by several general music teachers and revised as Prototype 2, which then was implemented briefly in music classes and evaluated more thoroughly. Revisions to Prototype 2 resulted in Prototype 3 and it was this version that served as the model for the remaining two units of curriculum materials.

The completed curriculum materials (Volume II) comprise the Introductory Unit, including Counteracting Sex-role Stereotypes in Music Class and Women of Note (Timbre, Keyboard, Form); Vocal/choral Music and Related Concept Areas (Variety in the Voice, Music and the text, Opera); and, Instrumental Music and Related Concepts (Style in Instrumental Music, Expression in Contemporary Instrumental Music).