The Sauk Centre herald. (Sauk Centre, Stearns County, Minn.) 1886-current, 1934-11-29
Music, Essential Study Of
Public School Curriculum

SCOntlnue0 from rage On0l
while others most emphatically de-
clare this stand to be entirely
wrong. Ut is question upon which
musical authorities are strongly
Junior High glee clubs, for those
ya,ces which are not in an unset
tied condition, are recommendeo- a
girls club is more possible tnan one
for bows, at least in a small schooi,
because of the limitations In boys
voices at the adolescent age.
- Bows and girls glee clubs ana
mixed glee clubs are the mos. 1av-
= red singing groups for Senior
HIGH. The members have more
advanced type Of voice training
learn to follow a directors baton,
develop a keener sensitivity 10 mu-
sic through their own hne oetaiis
of Interpretation, and have the val
uable experience of singing togetn-
or with precision. Operettas, con-
tests and concert numbers tor
snecial occasions furnish incentives,
in addition to the stimulus anoro-
ed INV the individual interest OF each
member. In closing the discus
sion of vocal music, it is important
to consider the great social value OF
this particular phase. fne rae.
that group performance Is stressed
makes it essential that each pupil
learn to cooperate to the extent OF
his capacity. HE learns to ad-
lust himself to a social group
where each individual must contrib
ute whole heartedly to the group
endeavor." ("Music Hour" Teach
ers' Guide).
The instrumental division Of
school music varies greatly with
local conditions. Formation of
bands and orchestras depends upon
the financial resources of the
school, the number of pupils own
ing instruments, size of the school,
amount of time available for indi-
vidual and group instruction, etc.
In Sank Centre the boys and girls
bands are maintained by the city,
but the members receive honor
points for participation, just as they
would were the bands maintained
by the school.
The third phase to be considered
is appreciation. This term may be
applied to a variety Of activities, all
of which are designed to assist the
pupil to participate in music more
intelligently and enjoyably. In
reality, every music lesson should
be a lesson in music appreciation.
The more limited definition includes
Interpretation, physical response to
rhythm, listening for moods, listen
ing to recognize structure, exper-
fence in orchestral effects, picture
and poetry study, and acquaintance
with standard compositions. Thru
picture study and photograph re-
cords illustrating tone color the
child learns to recognize the most
representative orchestral instru-
ments. Picture study and stories
aid in teaching facts about com
posers, foreign music, and in cor
relating compositions with the so
cial program.
The fact that music can be cor
in the curriculum gives an excellent
opportunity to enrich and enliven it
thus making it more appealing to
the child. History, geography, lit
erature, nature study, art-all car
contribute to music. For example
American history alone, with g
wealth of material in early hymn
tunes, Kentucky mountain tunes
descended from early colonists, the
War of 1912 and the accompanying
facts about the writing of our ma
tional anthem, Civil War tunes
frontier and cowboy songs, trappel
and trader tunes, and the great
body of negro melodies, both oc
cupational songs and spirituals, Of
fer a varied source of material. We
find that many of our beautiful
Christmas carols are based or
tunes which originated in the Mid
die Ages Of European history.
Geography and music may be
linked together through the study
of folk and art songs of various
countries. Christmas customs
modes Of travel, life in foreign
lands, occupational songs, reflection
of national characteristics through
moods in music-these are some Of
the topics useful here. Otter
words Of song have their origin
in famous piece of literature OF
poetry. Examples: Schubert's
"Harkl Hark! the Lark from
Shakespeare's play, "Cymbeline'
and the more modern "Trees" from
Joyce Kilmer's famous poem. Boys
always enjoy Nomle Gains "Vaga
bond Song much more when they
know that the words are from Ro
bert Louis Stevenson's works. Art
and music may be related either
by using pictures to illustrate GER
tain moods in compositions, or by
comparing designs in pictures with
similar designs in the musica.
form.
Music, then, is not just an edu.
cational fad or frill, but can be
made to fit in with the modern idea
Of an integrated curriculum
E From the very small beginning
made By Lowell Mason in 1882
when he organized the first schoo
music department in Boston, we
now have thousands Of music de.
partments functioning in American
public schools. Our endeavor Is tt
develop in the child keen enjoy.
ment in performance with others
and feeling Of pleasure and salts