Mmic in education
less frequently, the whole tone scale. But it is certain that these possi-
bilities have not all been exhausted as yet and that many other methods
may still be employed.
Thus in Asia Minor, Turkey and the Balkans, folk music makes use
of still other modes. Of these, there are about ten main ones which
can be used in teaching and in music and sol-fa lessons. Practice in these
modes may be used above all as a purely musical element to complete
the education of the pupils, to train their ear and thus ensure a greater
flexibility.
For the study of metrics, the teacher should use, in addition to the
simple and compound measures of Western music, the combined mea-
sures in 5,7, and 9 time and in 8 or 10 time which are employed in folk
music.1 This practice helps to sharpen the rhythmic and metrical sense
of the young and to enrich their musical culture.
It is quite natural and easily understandable that many original me-
lodies should be created in these various modes and measures, and that
they should then be translated into different languages and introduced
into music books and song books.
The attention of composers may also be drawn to songs inspired by
folk music.
The use of these new folklore elements from the different continents
is further evidence of the role of folk music in the education of youth.
Thanks to this kind of teaching, music may become a most potent
factor in drawing people closer together, and may render great service
to international understanding.
[Translated from tbe French]
- See article by Frank Martin, p. 225.