Muiic iji education
Thus there are two lines, two aims in close connexion with each
other in our music education: (a) to make the emotional contact with
music stronger-first through singing, singing songs not only appro-
priate for children to know, but suited to the child itself, its interest,
fancy, feeling, its need of bodily movement; (b) to make the intellecttlal
contact with music stronger, more concrete and conscious in order to
develop a sense of pitch, resulting in the ability to play simple melodies
by ear and from written music, and in the ability to sing from the score.
MUSIC
IN THE ELEMENTARY SCHOOLS
OF THE UNITED STATES
by
Marjorie J. MALONE, Professor, Louisiana State University, U. S. A.Music has been added to the daily elementary school programme in
the United States for the purpose of meeting the free-expression needs
of children. Music in the classroom is not necessarily for the purpose
of developing performers. The school’s purpose is to provide, through
music, opportunities for every child to express his feelings about the
life he is living. Unexpressed, these feelings block the child from being
his best; they rob him of the supreme satisfaction of bringing forth ideas
that are truly his own. Every child has a right to feel the pride which
comes when, through creative action, he is able to say to himself and
others, ‘I did this myself’, or, ‘I like it this way’, or, ‘This is the way
I feel today’.
Success or popularity of any activity depends upon the atmosphere
which surrounds and permeates that activity and its participants. Music
is no exception to this rule. If musical activities are pursued as a part
of the child’s interest pattern, they will more likely be within the range
of his understanding, imagination, and enjoyment. Experiences in
music should, therefore, be so well integrated with other classroom
activities that singing, dramatizing, listening, playing instruments,