It has ceased to be simply a means of attaining a theoretical ideal and
has been recognized as a form of education of value in itself; this remark-
able change has been followed by equally striking achievements.
Let us consider in greater detail some of the essential features of this
new trend in music education.
In Japan, the general system of school education consists of four
successive stages, the first two being compulsory and comprising six
years of primary schooling, followed by three years at a secondary
school. Pupils can then complete their education by taking a three
years' course at a higher secondary school before entering a university,
where they study for four years. At present, music is included in the
primary and secondary school curricula, during the period of compul-
sory education; during the two stages of higher education, however
music is an optional subject only.
A document entitled Regdations Governing the Teaching of Mzm'c,
published by the State, lays down criteria for music education pro-
grammes during the nine-year period of compulsory schooling that
covers the two most vital stages of school education.
In the past, the basic elements to be included in the school curricu-
lum were indicated in the textbooks themselves, which were under
direct State control. In 1948, however, a new system of regulations
concerning textbooks, which is still in force, was adopted. Private
bookshops then began to publish textbooks by private authors, and
merely subject to inspection by the educational authorities. It was
therefore necessary for the State to define certain essential principles
of music teaching.
Thus the textbooks used by pupils conform to these regulations
covering in detail the various aspects of music education, namely,
singing, instrumental music, composition, appreciation and under-
standing. Taking these various elements into consideration, the text-
books start with the easiest subjects, gradually working up to the more
difficult ones over the six-year period of primary schooling, for pupils
between the ages of 7 and 12. It is regarded as particularly important
for pupils to learn their music actively, that is to say, to discover it
through their own effort and studies.
However, it is precisely in this connexion that music education in
our primary schools encounters a great difficulty. There are very few
teachers who have specialized in music and are sufficiently qualified
to cover all the ground prescribed by the textbooks.
In our primary education system, teachers do not specialize in parti-
cular subjects, but each is made responsible for teaching a class a
singke
(singke)
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