Music in edtication
must, moreover, underline the artistic factor, from which it is in-
separable.
The qualifying examination for a teacher’s post is followed by a
course lasting one or two years, during which the candidate is brought
into close touch with classroom work. At the end of this course the
Assessor examination is taken; if the candidate is successful in this he
may be appointed to a secondary school as a teacher specializing in
music education.
Tbe Work of a Music Teacher in a Seconday School
Pupils take the initiative in singing and in playing instruments. In
class, solos and part songs are sung with gestures or miming, and
demonstrations are given by professional and amateur dancers accom-
panied by instrumental music and choral singing. It is considered
advisable to familiarize pupils with the more difficult works, such as
operas, oratorios, symphonies and so forth. In the teaching of music,
the pupil should take an active part in the lesson; of use for this
purpose are singing, the reading of musical texts or scores, the sharing-
out of parts and discussions of the composer, the nature of his work,
the influence of time and place upon it, etc. Singing and the perfor-
mance of instrumental music are governed by, and subordinate to, the
knowledge of musical art acquired (notation, rhythm, diction co-
ordinated with breathing, etc.).
Music teaching is not, of course, a discipline on its own; education,
singing and music go hand in hand, and all classroom work is an
indivisible compound of theory and practice.
It is essential for music to be taught in each of the school years, and
for the pupil to find enough time to derive real benefit from the
different singing classes.
In addition to music in class, private, i.e. individual lessons are
needed, in order to enable the pupil to play better in the instrumental
music classes. The ‘individual’ teacher and the group or class teacher
must work in co-operation, with a view to persuading the largest
possible number of pupils to play an instrument. Private lessons for
groups of pupils studying instrumental music have always produced
happy results at the beginning of their school years.
Principals and staff alike should understand the importance of music
education; the school can then become an environment conducive to
the study of music, build up a community of musicians, and offer attrac-
tion to the parents.