Dictionary of Music Education by Irma H. Collins

Author:Irma H. Collins [Collins, Irma H.]
Language: eng
Format: epub
Publisher: Scarecrow Press
Published: 2013-09-15T00:00:00+00:00

J

JAMES, WILLIAM (1842–1910). America’s first philosopher developed the school of thought eventually known as pragmatism. After graduating from Harvard in 1870, he became widely known as a brilliant and original lecturer. His position in American philosophy and psychology was greatly enhanced in 1890 when he wrote his Principles of Psychology. Turning to religious and moral problems, and later to metaphysics, he produced a large number of writings that gave ample evidence of his ability to cut through cumbersome terminology. One of his main works is The Will to Believe and Other Essays in Popular Philosophy.

THE JAMES REPORT (1972). (UK.) During the 1970s, the professional preparation of teachers received increasing attention. The professional training of teachers was integrated into general higher education. Most of these changes occurred as a result of the James Report, which is credited with providing a framework for teacher education that continues into 1995 and beyond.

JAQUES-DALCROZE, EMILE (1865–1950). (Also referred to as Dalcroze, Emile.) A Swiss musician who stressed the importance of training what he described as musical faculties, and not just teaching musical technique. The Dalcroze method was derived from his ideas about eurhythmics. His method emphasized tone and rhythm, using movement to express musical interpretation; he was one of the first to explore the new science of psychology. Dalcroze studied with Edouard Clarapede, who recognized the potential of the Dalcroze method in teaching children. Dalcroze presented his first training course for teachers in 1906 and repeated it several times until 1909, when the first diploma was awarded.

While the Dalcroze method has not become a specific part of the American music curriculum, many elementary general music teachers have studied it and have incorporated many of its techniques into the American music-education process. A common example of these techniques is the use of the terms walking and running as designations for quarter and eighth notes. Mabelle Glenn’s graded series, World of Music, and Mary Ruth Tolbert’s This is Music (Grade 2) incorporated the use of Dalcroze eurhythmics.

Bib.: Mark, Michael, and Charles L. Gary, History of American Music Education, 3rd ed., 2007.

JAPANESE OPERA. Opera known as Noh developed in the Japanese musical and theatrical tradition. It features a falsetto singing style; elaborate costumes, masks, and headdresses; and energetic swordplay and acrobatics. It is also a part of the Japanese opera culture known as Kabuki.

JAZZ. A term covering several musical styles of African-American origin, including New Orleans/Dixieland, Chicago, big band/swing, bebop, cool/third stream, free jazz, fusion, neo-traditionalism; usually characterized by improvisation and an unlimited variety of dotted or syncopated melodic rhythms against a steady duple or quadruple meter, producing a synthesis known as “swing.”

JAZZ BAND. This term actually has two basic definitions. In its early period of the 1920s, the reference was generally the Dixieland band. However, small groups of instrumentalists, including the proliferation of high school and college groups in the 1940s and beyond, were generally referred to as jazz, stage, or rock bands, even though they mainly played “swing” tunes for dancing. This ensemble had no fixed instruments.

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