Northern Wisconsin advertiser. [volume] (Wabeno, Wis.) 1898-1925, 1909-03-05


preston of musical ideas. AS an aid
to interpret these, we are provided
with marks of expression such as tenn
Pc signs, phrase and breath marks.
There should be a large range of songs
expressing different moods and exper-
fences of children such as games, ami
mails, stories, lullabies, patriotism and
different aspects of nature. Then these
too. should represent a variety in the
character of selections as those includ-
ing joyous, humorous, serious and emo
tional forms.
| In our First Grade, as in all the mus
ic periods, with the exception of the
High School, we open our lesson with
breathing and yawning exercises
which not only relaxes the pupil from
the strain of his more formal lessons
but vitalizes him for his music period.
Then the tone drills also rest him and
instill correct position while singing.
In the first two grades many devices
are used such as initiating the sounds
of animals, steam engine, the wind,
a violin or bugle, helping them to sus-
tain their tones and to get clear,
soft, sweet tone. Children are inter-
ested at this age to see what they can
do with their voices and splendid re-
suits have been attained. 1t is espec-
tally good for monotones and as they
are always difficult problem in the
! lower grades considerable time has
been found necessary to be expended
for their benefit.
| Very little technical work is at
tempted here but the sole object is the
song. In order to impart the proper
Interpretation to it, their sympathy
and interest must be gained They
must know the story the song tells and
they must understand the expression
and rhythmic movement Of it for both
are vital part of the song and are
within the very soul and heart of every
girl and boy. Then the song may be
made more interesting by dramatizing
or playing game with it.
/ In choosing the song care must be
taken to see that the melody is simple
and within the range OF the child
Ear-training is not emphasized here
except that of recognizing song melo
dies and being able to reproduce them
with syllables such as la and 10.
Much stress is laid upon individual
work in the lower grades and 1T GER
tainly is pleasure to teacher to see
the enthusiasm with which these lit
tie ones raise their hands when we
have our Concert consisting of solos
on Fridays.
In the Second Grade more time is
spent on technical work such as drill
on the tonic cord (do-mi-sol-do) and the
simplest intervals. Rhythmic drills
also are introduced and ear-training on
the octave and tonic cord.
Eye-training on song melodies is es-
sential here so that they have a picture
Of the tones represented by notes.
Familiar little songs are taken for this
work and placed on the board and the
melody is sung to them while the
notes aie pointed to and they are to
guess what the song is. Then some
child points to the music while some
other child sings the song or huns the
melody. Here the child gets his first
real idea of music and it's representa-
ton and it delights them immensely to
think they have made new discovery.
The rhythmic movement is also point
ed out to them and rhythm patterns
are drawn so as to show them where
the accent comes in each measure.
We have just introduced written
work in their note books in this grade
which consists of IN erely copying
notes, one at time, to begin with,
| from the black board
We also have our song concerts by
individuals in this grade and every
child has his or her turn as time per-
mits.
! In our Third and Fourth Grade about
one half the time was at first devoted
to Rote songs so that they became IA
miliar with song melodies and rhythms.
These are put on the board and the
notes, time and signature pointed out
Then songs were taught partly by
rote and partly by sight-reading but
we feel now that they are fast coming
up to grade SO that more time can be
given to the essential requirement
sight-reading. When they can do this,
it is simple process to have every
thing else that goes to make up good
singing.
Supplementary to the sight-reading
are the drills in scales, meter, rhythm,
eye and ear-training.
In these grades some time is
spent every day upon individual work
for this is the only way to have them
really learn to read music. In class
singing the slow ones have no chance