- Folk music is essentially simple and direct and being the unself-
conscious product of a community, it is a true and natural expres-
sion of the ideals of that community. It can therefore be acquired
by the members of that community with the minimum of formal
instruction, and it can give immediate aesthetic satisfaction to the
executants. As Professor Cherbuliez has said: ‘Folk music provides
the child’s mind with a valuable opportunity to grasp without ab-
stract, theoretical or erudite explanation, the essence of a work of art.’ - Folk music is a complete, and not an embryonic, art form. It exem-
plifies the principles of great art and a basis of taste is therefore
cultivated by its practice. - Folk music can constitute a bond of union between people of all
levels of culture, and, when placed side by side with other products
of musical creation, it should serve to lessen the gap between the
music of the ‘highbrows’ and the ‘lowbrows’.
In order to consider specific practical measures concerning folk music
in education, the conference appointed a commission under the chair-
manship of Professor John Bishop (Adelaide Conservatoire of Music,
South Australia). The commission formulated the following resolu-
tions which were adopted by the conference : - This conference, convinced that a knowledge of folk music is the basis
upon which should rest the musical education of the ordinary citizen as
well as the specialist musician, urges that at all stages of education the
use of traditional music should be encouraged. It further believes that,
in the case of the greater number of teachers, both in primary and
secondary schools, and of students in the training colleges, the necessary
background of folklore is lacking. - It is generally agreed by the members of this conference that every person
should have a deep store of traditional music of his own country upon
which he can draw. - In the case of the schoolteacher, such a store would enable him to pass
on this heritage by oral transmission. - The conference considers that the following suggestions should be noted
by those who are directly concerned with their content:
(a) Teachers should be encouraged to include a great variety of folk
music in the primary schools, with a stress on the folk music of the
children’s native land or environment.
(b) A wider practice of unaccompanied singing of folk songs is urged,
particularly in the teaching of folk songs to children. Where accom-
paniment is considered desirable, the addition of melodic and folk
instruments should be sought. It is considered that too often the
character of the folk song is destroyed by ill-conceived pianoforte
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