The Alaska daily empire., 1922-02-24
MUSIC EDUCATION
 IN THE SCHOOLS
By Miss Connie E. Martin

school music is to reach the particu lar talent of every boy and girl un der her instruction, and to cause them to know, love and appreciate music in as many forms as possible In order to do this it is necessary tt give them a broad knowledge of the fundamentals of the subject. Many ( child, unsupported of talent, has beer brought to light as result of tn musical training received in the frs few years of school.
 The study of music is many sided In the song material we have Eng fish classics set to melody; arith netic, in its study Of time prol Iems; physical training in it's de velopment of the lungs and great breathing muscles. It requires in tense concentration and it's social md cultural values are not the least The reading and writing of music de nands accuracy and quckness of bought and action.
 The process is slow, however, for n the lower grades when one sue ceeds in finding the voices, giving hem the idea of tone, and the idea 1fa tune with a large background of ar'tistic well-balanced songs, one has given them a foundation of good musical experience and they are then ready for the so-called Mechanics" cf the song.
 In the latter half of the second grade or at the beginning of the third we teach sight-reading, discuss note yalues, giving them definite idea of what rhythm really is. All this time hey have been getting the feeling tor rhythm unconsciously.
 The study of sight reading; get smooth even tone and an ever-in creasing knowledge of technical facts $ continued throughout the grades. By the time the average child reaches the eighth grade he should be able to read at sight any piece If music which is found in the ave rage book of songs. Music being a language common to us all, it is our luty to ourselves to be able to think, read and write in that language.
 For High School studentS attention g given to producing what t. ey have studied throughout the sades. Through the High School Orch Ira, Glee Club and Choral Club there \ offered splendid opportunity for tho especially talented in one line to grow and develop that talent.
 True enough, we cannot all be the performers, because some of us may 6e physically handicapped or just aot given to producing artistic music;, although it is commonly claimed that any normal child may 5e taught to sing, if properly drilled, before leaving the fourth grade. But, be that as it may, we can all be in- elligent listeners and it is to this aim we strive to lead every boy and sirl in our schools, that they may understand and enjoy the best there s in music.
 Herein comes the study Of music appreciation. From the kinderglr- en throughout the grades the chil- lren are given worthwhile Songs in n atteP.pt to make them discrimin- ate between the good and the poor. We want to give them enough good things to listen to that they will pre- Ter it to the other The use of the ohonograph in public school music las been the magic hand that raised ,ur ideals, for through it we may analyze. discuss and hear again and again the best that is offered. Every composer tells a story in his work each little group of notes is sen tence-given the key to the Ian guage, the child in turn opens the door to that vast store of enjoy ment for himself and those about him.
 In closing let us consider the pop ular song or jazz music and it's ef- feet upon the average boy and girl The popular songs may be compared 70 the comic section of our daily papers. They are the comedy of music, and just as you do not want your child to have his literary knowl. edge choked off and consisting of comic pictures, neither do you want his musical field made up of noth ing but jazz. Too much of it is bound to take the place of the bet ter sort at the age when the young
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 The popular song is here today and gone tomorrow, and too much ol it would tend to destroy all our high standards. Music is the thrill 1T education, not the frill on education