Music in edncation
profession, having specialized in one major and two minor subjects
at his university. If music is one of his subjects, his university study
makes him a specialist in this field, but his additional teaching
capacity in other subjects as well entitles him to belong to the general
teachers’ staff.
By having graduates with teachers’ training in charge of music les-
sons in school, the school authorities hope to gain these points:
(a) better discipline during the singing periods (according to Norwe-
gian experience discipline has always been the main problem when
music is taught in school) ; (b) participation of the university-educated
music teacher in all school matters requiring decisions thus furthering
the aim of bringing music on a level with the other subjects in school.
However, up to now there are very few graduates in music, and the
majority of the teachers in the secondary schools are professional mu-
sicians who have not received a teacher’s training. Time will show if the
university will succeed in producing enough people of the right calibre
and qualifications. They are needed, because Norwegian secondary
education will always demand high standards-the slogan of secondary
school training in all Scandinavia-and, if music is to be able to com-
Pete on a level with the other subjects, it has to show such standards.
Now the question could be raised of the purpose of Norwegian music
education. Influenced by Scandinavian ideas about education in general,
most music teachers agree that the primary duty of the teacher is to
make the pupils devoted to music, preferably for life, but this can only
be achieved by imparting specific knowledge. This becomes particu-
larly obvious during the last three years of secondary school, when
the pupils do not want to be entertained and are satisfied only with
subject matter of lasting value. This fits in with the general aspect of
our education: our school is an institute of hard-working pupils, but
with a happy atmosphere.
A few remarks now on orchestras, bands and choirs, all of which
are considered extra-curricular. Most city elementary schools have
marching bands and some of them also have choirs and orchestras. The
secondary schools often have choirs, but very rarely bands and orches-
tras. Being voluntary groups which meet out of school hours, they
are not subject to standard school regulations and may be conducted
by the school music teacher or by a professional musician. The future
aim of the active body of music teachers in Norway is to get choir,
orchestra and band included in the curriculum, with the opportunity
for all pupils to join at least one of the groups, but there are many
obstacles in the way.