Music in education- He knows that he will produce a real instrument, on which he
will be able to play. - Working in this way, he trains his ear, unconsciously, to hear the
sounds; and the results are far more successful than those obtained
by ear-training with the help of the piano or the recorder, or by the
methods normally employed in schools. - He realizes that it is impossible to get out of tune when improvising,
provided he keeps to the pentatonic scale. He thus loses the sense
of inferiority that so often prevents a novice from developing into
a musician; he acquires ‘musical confidence’. - He is able to choose, from the instruments provided by Orff, which-
ever suits him best, and to change from one to another if he likes. - ‘Ensemble’ playing sometimes becomes, spontaneously, an exercise
of ‘movement’. - The influence of jazz, to which children are exposed in their homes
and which the teacher tries to counteract, will be overridden by the
heightened development of their natural instinct for music. - The necessary observance of technical laws, and the cultivation of
courage and perseverance, lead to training in will-power; an or-
chestra becomes a school of discipline. - For many children, the playing of an instrument which they them-
selves have made means full realization of their personality.
[Translated from fbe Fremb]A NEW METHOD
OF INSTRUMENTAL INSTRUCTION:
THE FILM AS
A MEANS OF MUSIC EDUCATION
bY
Louta NOUNEBERG, Piano Teacher, Paris, FranceBefore coming to the heart of the matter, I should like, with the reader’s
permission, to quote from one of my articles, entitled ‘Formation
Instrumentale et Ptdagogique de la Jeunesse’ (Instrumental instruction