International Conference on the Role and Place of Music in the Education of Youth and Adults; Music in education; 1955

Music in education

Bergese and his collaborator Anneliese Schmolke therefore prefer

short plays, songs and music which urge the child to express itself.

These songs, plays and dances are published in the Bergese Schdwerk.1

MUSIC EDUCATION

BY THE WARD METHOD

bY

Joseph LENNAERDS, Director, Ward Institute, Roermond, Netherlands

The Ward method is used in many schools of the United States of

America and the Netherlands; in France its supervising centre is the

Gregorian Institute in Paris, and it is from there that it spreads its

influence.

To bring out the merits of this method, a demonstration would be far

simpler than a verbal description. It has, after all, been said that music

begins where speech ends. A practical demonstration gives the true

educator all the facts upon which to assess a system, or a method, of

music education. It is by observing the attitude of the children, the

intentness on their faces, and their obvious interest, that he evaluates

their reactions and their keenness.

We shall not pause to discuss the methodological principles of music

education in general, such as the principle of pupil-activity on which

the teaching is based, and examples of which constantly recur during

the lessons (musical dictations, memory-training, improvisation, voice-

training, etc.).

I would merely draw your attention to a few outstanding features

of the Ward method:

1. Musical training is not a prerogative of the few. It must be within
   the reach of all children without exception, so that they may be able to


2. Published by Mossler Verlag, Wolfenbiittel, Germany.