The 100th anniversary of Leonard Bernstein's birth has been cause for numerous celebrations worldwide, honoring his contributions to the world of music. While Bernstein is most often recognized as an influential composer, conductor, and performer, he is less frequently hailed as a skilled music educator, though his educational projects such as the Omnibus broadcasts and the Young People's Concerts with the New York Philharmonic demonstrate that he was passionate about education. Although Bernstein's educational endeavors have received modest recognition over the years since his death, he is rarely discussed as a possible model for music teachers in music education literature. Though it might seem that studying a master teacher from decades prior might be a bit "out of date," many of Bernstein's pedagogical practices are timeless and highly appropriate to include in today's classrooms and concert halls and provide modern music educators with innovative and engaging ideas they can use in their own teaching endeavors. In this thesis, specific examples of Bernstein's best teaching practices are examined as models of engagement for music educators of all types to use in their teaching and leadership efforts. These examples are meant to provide ideas for how Bernstein might be used as a model for music educators and conductors in their own teaching and leadership efforts and offer contemporary music educators of all kinds, whether it be in primary or secondary school, college or university, or the concert hall, with innovative and engaging pedagogical ideas.
|Commitee:||Palkki, Joshua, Arnold, Jermie|
|School:||California State University, Long Beach|
|Department:||Bob Cole Conservatory of Music|
|School Location:||United States -- California|
|Source:||MAI 81/1(E), Masters Abstracts International|
|Subjects:||Music education, Pedagogy, Music theory|
|Keywords:||Bernstein, Leonard, Conductors, Education, Music, Pedagogy|
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