Little Falls herald. [volume] (Little Falls, Morrison County, Minn.) 1889-1950, 1917-02-02
MUSICAL ARn CLUB


gram Of old English music was given.
Miss Maude Smalley first gave brief
talk on old English music, which was
songs by Mrs. Clyde Bartee and an
other group by Miss Snavely, music
teacher in the public schools here.
Miss Snave1y also gave very inter
esting paper on "public school music. -
Her paper was as follows:
Musical Appreciation
The teacher of public school music
has a many-sided occupation. If
variety is the spice of life," then
surely her work is highly favored.
From the first rote song in the pri-
mary school to the final graduation
chorus in the hig n school, accom-
panied by the high school orchestra,
she finds as varied series of duties
as could be desired. She must teach
the children the elements of sight
singing, the facts of elementary mu-
sic theory and general musical know
ledge, she must conserve and careful
ly nurture the young voices, she must
develop the interpretattve elements
of vocal performance, she must direct
the cl1oruses and glee clubs and or
chetras, not to mention her classes in
harmony, history of music, form, ear
training, etc. Her occupation is any,
thing but hum-drum. But back of all
these varied activities, there is a pur-
pose to which they all are but con-
tributing factors. That essential and
fundamental purpose is the develop
ment of deep, lasting and intelli-
gent love for good music. The one
real measure of her success is the
very factor least susceptible of meas
uring, namely, the effect of music
study in the enrichment of the emo
tional nature of the pupil, resulting in
finer subjective life. Every music
lesson must in some degree contrib
ute to this great aim, and the closer
the connection between the lesson
and this end, the greater it's value.
While this. relationship may readily
be made between every one OF the va
ried phases of the teachers work and
the high ultimate aim, there are new
the-less certain lines of study which
contribute more closely to the devel
opment of an intelligent love for good
music, and these studies may be
grouped under the general term, "Mu-
steal Appreciation
By this term is meant not the few
lessons presented in an elective high
school course to limited number of
students, but a much broader inter
pretation of the word. 1t means the
consistent development throughout
the school life OF every child of a
love for the best in music, and an IN
telligent and happy understanding OF
all that it expresses of the beautiful
and fine. This understanding furnish
es the key to a new language which
speaks what words cannot say, and
which gives expression to emotions
which are felt but cannot always he
explained. Indeed, if words were
ADEQUATE to express these emotions
then music would be superfuous.
| TO strive toward this ideal condt
ton is the privilege of every teach
er of music To attain it, the so-call
ed lessons in musical appreciation OF
listening hours, must not be consld
cred as something apart from tn
daily singing, new and dlheren
kind of music lesson. Every SOM
sung, and, indeed, every other form o
music lesson should contribute some
thing to the development of musfca
appreciation, or should recall an In
tere ting association gained in som'
previous appreciation lesson. To de
vote certain years of the chtld's lii
exclusively to the mastering OF tn
mechanical side of music through tn
over-emphasis Of sight reading, "th'
perfection of that machine" believ
ing that love for music and an un
Outstanding OF it's Language somehow
or other will come later, is to deprive
him of the real Joy OF music for JUS
that period Of postponement. II
quote a well known authority, 9TH
mere ability to read music no NOR
insures q real love of good music
than the ability to read our Language
insures love Of English literature.
Obviously this statement does not i'm
ply less music reading but rathe
more, for it makes reading abi1ty
contribute to higher purpose, the de
velopment of love Of good music.
To gain this real love of good mu
sic and the ability to appreciate 1T
points of beauty and strength, W
must be able to respond to its three
fold power of appeal, the sensuoue
the intellectual and the associative
| BY sensuous is meant that pleasure
which comes through the mere tone
quality of sounds which we hear. Thi:
annoo1 Of music meets an almost uni
versal response. The thrill of stir
rlAg marcu, the beautiful tone OF 8
violin or flute, the sweetness OF 8
bit Of melody, all bring sense Of en-
joyment to the listener. This enjoy
ment may be immeasurably increased
by the development OF the ability ia
distinguish the difference between
sounds heard; to recognize the tone
as that of tenor or baritone voice.
of violin, a cello, flute, an oboe, a
kettle drum. (Illustration-Dance Cali
fornia, with orchestra bells; Buffalo
News March, xylophone solo,
Following this general classification
Of sounds, comes the appreciation OF
oe y