Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-12-01T05:04:16.386Z Has data issue: false hasContentIssue false
  • English
  • Français

The Legacy of Folk Song: The Influence of Cecil Sharp on Music Education

Published online by Cambridge University Press:  18 December 2008

Gordon Cox
Get access Rights & Permissions [Opens in a new window]

Extract

Cecil Sharp's educational significance is clear – he introduced the music of an oral tradition into schools. Breaking the domination of the literate tradition was no mean achievement. Of course the general climate of educational reform helped, and folk song provided an ideal model of a supposedly instinctual form which would be able to transform the hitherto rigid style of schooling. Nevertheless the folk song movement developed into a narrow orthodoxy.

In his work Sharp probed into relationships between art, race, and national identity, and tackled notions of authenticity and knowledge; issues which are at the heart of the search for an adequate philosophy of music education.

Type
Research Article
Information
British Journal of Music Education , Volume 7 , Issue 2 , July 1990 , pp. 89 - 97
Copyright
Copyright © Cambridge University Press 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bantock, G. H. (1980) Studies in the History of Educational Theory 1: Artifice and Nature 1350–1765. London: George Allen and Unwin.Google Scholar
Bantock, G. H. (1984) Studies in the History of Educational Theory 2: The Minds and the Masses 1760–1980. London: George Allen and Unwin.Google Scholar
Blacking, J. (1987) A Commonsense View of All Music: Reflections on Percy Grainger's Contribution to Ethnomusicology and Music Education. Cambridge: Cambridge University Press.Google Scholar
Board of Education (1905) Suggestions for the Consideration of Teachers and Others Concerned in the Work of Public Elementary Schools. London: HMSO.Google Scholar
Broadwood, L. & Fuller Maitland, J. A. (1893) English County Songs. London: Cramer.CrossRefGoogle Scholar
Green, L. (1988) Music on Deaf Ears: Musical Meaning, Ideology and Education. Manchester: Manchester University Press.Google Scholar
Harker, D. (1985) Fakesong: The Manufacture of British ‘Folksong 1700 to the Present Day. Milton Keynes: Open University.Google Scholar
Hobsbawm, E. & Ranger, T. (1983) The Invention of Tradition. Cambridge: Cambridge University Press.Google Scholar
Holmes, E. (1911) What Is and What Might Be: A Study of Education in General and Elementary Education in Particular. London: Constable.Google Scholar
Lambert, C. (1985) Music Ho! A Study of Music in Decline. London: Hogarth (3rd edition).Google Scholar

School Music Review

Malvern, S. (1989) ‘Modernism, Primitivism and the Child: universal aesthetics and the art teaching of Franz Cizek and Marion Richardson.’ Revised version of a paper read to the International Seminar on the History of Art and Design Education, Bournemouth.Google Scholar
Sharp, C. J. (1907) English Folk Song: Some Conclusions. London: Mercury Books (4th revised edition prepared by Karpeles, Maude, 1965).Google Scholar
Sharp, C. J. (1908–1936) Folk-Songs for Schools Sets I–X. London: Novello.Google Scholar
Sharp, C. J. (1912) Folk-Singing in Schools. London: The English Folk Dance Society.Google Scholar
Sharp correspondence and papers, Vaughan Williams Library, Cecil Sharp House, London.Google Scholar
Smith, G. (1978) Literary sources and folklore studies in the nineteenth century: a re-assessment of armchair scholarship. Lore and Language 2(9), 26–42.Google Scholar
Somervell, A. (1917) Unpublished MS.Google Scholar
Stanford, C. V. (1906) The National Song Book. London: Boosey and Co.Google Scholar
Strangways, A. H. Fox (1933) Cecil Sharp (in collaboration with Maud Karpeles). London: Oxford University Press.Google Scholar
Wilgus, D. K. (1959) Anglo-American Folksong Scholarship since 1898. New Brunswick, NJ: Rutgers University Press.Google Scholar