FREE BOOKS

Author's List




PREV.   NEXT  
|<   60   61   62   63   64   65   66   67   68   69   70   71   72   73   74   75   76   77   78   79   80   81   82   83   84  
85   86   87   88   89   90   91   92   93   94   95   96   97   98   99   100   101   102   103   104   105   106   107   108   109   >>   >|  
and in the third place, imbued with a knowledge concerning, and a spirit of enthusiasm for, what free education along cultural lines is able to accomplish in the lives of the common people. In connection with this latter kind of knowledge, the supervisor of music will, of course, need also to become somewhat intimately acquainted with certain basic principles and practical methods of both general pedagogy and music education. We are not writing a treatise on music in the public schools, and shall therefore not attempt to acquaint the reader, in the space of one chapter, with even the fundamental principles of school music teaching. We shall merely call attention to certain phases of the supervisor's work that seem to come within the scope of a book on conducting. [Sidenote: DIFFICULTIES INVOLVED IN TEACHING LARGE GROUPS] The first point that we should like to have noted in this connection is that teaching a group of from forty to one hundred children all at the same time is a vastly different matter from giving individual instruction to a number of pupils separately. The teacher of a class needs to be much more energetic, much more magnetic, much more capable of keeping things moving and of keeping everyone interested in the work and therefore out of mischief; he needs, in short, to possess in high degree those qualities involved in leadership and organization that were cited in an earlier chapter as necessary for the conductor in general. In teaching individual pupils one need not usually think of the problem of _discipline_ at all; but, in giving instruction to a class of from thirty to forty children in the public schools, one inevitably finds in the same group those with musical ability and those without it; those who are interested in the music lesson and those who are indifferent or even openly scornful; those who are full of energy and enthusiasm and those who are lazy and indifferent and will do only what they are made to do; those who have had lessons on piano or violin and have acquired considerable proficiency in performance, and those who have just come in from an outlying rural school where no music has ever been taught, and are therefore not able to read music, have no musical perception or taste whatsoever, and are frequently not even able to "carry a tune." In dealing with such heterogeneous classes, problems of discipline as well as problems of pedagogy are bound to arise, and it requires rare ta
PREV.   NEXT  
|<   60   61   62   63   64   65   66   67   68   69   70   71   72   73   74   75   76   77   78   79   80   81   82   83   84  
85   86   87   88   89   90   91   92   93   94   95   96   97   98   99   100   101   102   103   104   105   106   107   108   109   >>   >|  



Top keywords:
teaching
 

chapter

 

schools

 
public
 

school

 

musical

 

discipline

 

indifferent

 

problems

 

interested


keeping

 
giving
 

individual

 
instruction
 
pupils
 

children

 

supervisor

 

principles

 

knowledge

 

education


general

 

pedagogy

 

enthusiasm

 

connection

 

spirit

 
lesson
 

scornful

 

imbued

 

energy

 

openly


thirty

 

earlier

 
organization
 

involved

 

leadership

 

conductor

 

inevitably

 

problem

 

ability

 

dealing


frequently
 
perception
 

whatsoever

 

heterogeneous

 

classes

 
requires
 

taught

 
acquired
 
considerable
 

proficiency