rhythmic and creative approach in the early grades in the elementary
schools. I inject these comments here as parenthetical simply to docu-
ment in a small way my general comments that there is this variety in
music education in the schools in the United States of America at the
present time due to: (a) our decentralized system of public education,
and (b) the broadening school curriculum which is concerned with
the training of the mind and the training of the emotions.
Music instruction in the schools cannot be planned for the relatively
few students who will be professional musicians. The instructional
programme of music in the schools cannot exist as an end in itself. It
is a segment of the total education programme. I am fully aware that
the term ‘music education’ can and does more often than not, as in the
case of the overall programme for this conference, have much broader
connotations, and for this reason I want to point out that the frame of
reference here concerns ‘music education’ as a part of general education.
Wbat trends have been accepted as practices in this developing process of masic
education in tbe United States of America? What are some of the new trends
wbicb ~nq be on their ivq to becornit3 acceptedpractices and thinking?
- Increased professional autonomy enjoyed by music educators in
the fields of music and education. - Increased realization of the fact that the music education profession
demands teachers trained in two professions-music and education. - Increased recognition by music educators, administrators of school
systems, boards of education and directors of curriculum of the
importance of a well-balanced programme of appropriate music
courses which will contribute to the objectives of general educa-
tion. This means planning for the entire student body in schools-
elementary, secondary and colleges and with more than perfunc-
tory courses in music appreciation.
This fairly new development, currently known as the general
music programme, is at the present time in its embryonic state. An
interesting commentary is that administrators are keenly interested
in and are supporting this trend. Another 10 years will see some
effective accomplishments. - Increased utilization of school music performing groups as func-
tional parts of total school programmes. - Increased recognition by administrators of schools of music and
schools of education within State universities and colleges of