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

The trait~itg cf the teacher

difficult to give a clear picture of the subject I have been asked to

consider. For this reason I should like to base my remarks on the

generally recognized subdivisions which are : primary, intermediate

(or secondary), and advanced (or higher) education.

Consideration of the subject centres on the following points.

The training of the teacher. In general, the training of the school music
teacher is and has always been insufficient. Although some teachers’
training colleges and universities have by now realized the need for a
more effective musical preparation, most of them have not yet managed
to bring the training courses into line with the demands arising from
modern conceptions of teaching music in elementary schools.
Unfortunately, the authorities are inclined to pursue a short-sighted
policy as to the role and the place of music in collegiate and community
life. As far as the teachers’ training institutions are concerned, what
should be actively supported is a system that gives the music teacher
the chance to develop his capabilities. There should be maintained a
faculty of music of sufficient standing to accord music a higher place
in the curriculum.

The general teacher in charge qf music education. In recent years the trend
has been for the general teacher to replace the specialist in music and
it is widely recognized that this system has proved to be the proper
one. We thus have the position that an ever-increasing burden of
responsibility is placed on the shoulders of the general teacher. This is
manifested by a number of different terms applied to him, such as
music consultant, co-operating teacher, etc. In fact the general teacher
can now be regarded as the most important element in bringing music
into the lives of children.

The improvement of teachers in service. Here are some practical suggestions

for the raising of the standard of music teachers : special courses offered

by colleges and universities ; municipal and provincial training services

arranged by the Board of Education; special coaching and meetings

to facilitate the introduction of new teachers into service; regular

refresher courses under the aegis of the Board of Education or local

education authorities; the use of radio in the classrooms.

Contact and co-operation between the general teacher, the music teacher, the

music speciakst, and the supervisor of music. The improvement of the

teacher’s work on the whole depends on the help of the specialist and