Omaha daily bee. (Omaha [Neb.]) 187?-1922, 1919-11-16

drills and the blackboard for illus
tration, for the children to write out
notes and music and to mark rhythm
in such way as to vary the interest
and to clinch the points in the les
son.
Every child studies the same
music and during the class lessons,
while one child plays at the piano
the other children in perfect time
play the same piece upon the card
keyboards. These keyboards are
only used at the class lessons, how
ever, as the children are allowed to
practice upon the school pianos if
they do not have pianos in their
HINES.
A class of IL is not so large but
that individual instruction may be
given to each pupil, and yet it is
large enough so that the fun of
learning things together and doing
the same thing simultaneously is not
lacking.
Demonstrate Her Work.
Miss Kinscella illustrated her man
ner of conducting a class lesson by
IL children furnished her from the
public schools here by Miss Nc
Cune. In most interesting manner
she taught them accent, the great
staff, the treble and bass, and how to
read and how to find middle 6. She
also put them through a rhythm
drill, and the children as we'll as the
listeners were sorry that the late
ness of the hour could not have
given them more time.
Miss Kinscella is an instructor in
the piano department of the Uni
versity School of Music at Lincoln.
Aside from her own studies and
teaching of piano, she had grown
up in a school atmosphere, her
mother having been a primary in
structor for Is years.
She has donated her services to
the Lincoln schools. While she does
not claim to have originated the idea
of class instruction in piano playing,
the method she worked out is prac-
ticable and feasible, and although
the scheme is still young it has sue
ceeded wonderfully in the Lincoln
public schools. 1t is known as the
kinscella method of the Lincoln
way.
The method she worked out is the
first method for piano instruction in
public schools which has been pre-
sented, and during the summer Miss
Kinscella held two institutes in Lin
coin to prepare teachers to conduct
classes, who came from all over the
United States. There were repre-
sentatives from Duluth and St. Paul,
Idaho, Kansas, North and South Da-
kota, Iowa, Missouri, California,
Texas and Nebraska.
Miss Kinscella feels that she has
been very fortunate in the way of
hand teaching, hand position and
action, lingering, etc. These points
are most carefully dwelt upon in
these institutes for teachers, which
cover every phase of 20 weeks
work. Each lesson is thoroughly
taken up, illustrated by Miss Kins-
celia and then in turn the teachers
illustrate it to her, until she is thor
oughly satisfied with the results.
Beauty of tone and proper hand
position are given attention, as we'll
as notes and note values. In the
children's classes, drill is given in
taking position, leaving position,
etc, and the friendly competition
and keen, enthusiasm of the children
help in attaining results. This is
one of the most important parts of
piano teaching, and correct instruc-
ton in the beginning is essential
1t is often a sadly neglected part,
even in private teaching.
The class lessons are given out
side of school hours, and many
times the pupils will arrive an hour
ahead of time, thev are so anxious
not to miss any Some of the chill
dren are paying for their own les