In 1995, the Eastman School of Music of the University of Rochester, one of our nations' premier music schools, opted to adopt a sensible approach to the education of its future performing artists. Working under the rubric The Eastman Initiatives, the original goal of the Eastman faculty was to "revitalize and reexamine the presentation, teaching and content of western art music through the development of a new generation of musicians." In part this goal reflected a growing concern with the tenuous financial condition of the modern classical and jazz worlds, and in part it was "driven by a common concern for the d3ecline of music's infrastructure in America, including both the orchestra and the public school music program." And, at Eastman, there was also the lamentable overriding realization by the faculty that the public has a "growing inability to discern anything but the most simplistic artistic messages.
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Proceeding of the 2000 Northeast Decisions Sciences. 2000.
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