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    MusicAuthor(s): Helen GoodrichSource: The Course of Study, Vol. 1, No. 2 (Oct., 1900), pp. 141-142Published by: The University of Chicago PressStable URL: http://www.jstor.org/stable/992172.

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    MusicHelen Goodrich

    All grades will be chiefly occupied withsong-study connected with the subjectsof attention in the departments of music,literature, history, and geography, and withthe season. In the course of these studies,the time comes when there arises in thechild the feeling of beauty-the outcomeof a perception of related truth; and thisfeeling must have expression, or the mindloses a great opportunity for clarification.The intention is to supply the means forthis expression in rote-songs. The neces-sity of broadening the child's musicalexperience is the second and equally im-portant consideration.A question must arise at this point as tohow far the imitative singing of artistic, i. e.,rote-songs, can be valuable as a means ofspontaneous expression, at least until thechild's technique is easily equal to overcom-ing the difficulties involved, and the songcan be learned quickly. There is evidentneed of encouraging invention, partly onaccount of the danger of foisting upon thechild a form of expression not fitted to hisneeds, and partly because no means of self-expression can be safely neglected. Theencouragement, and as far as possible theconditions, needful for a development of theinventive faculty will be supplied through-out the school. No definite plans can as yetbe formulated, but it may be said that therewill be at first no hour set apart for compo-sition; that the shop, the playground, thegymnasium, the field excursions, will affordopportunity for observations of rhythm, themost obvious element of music; and thatthe inflections of the human voice will fur-nish one means of approaching the idea ofmelody. Little songs will be introduced

    informally into th'e shop at certain times,and there will be an effort to secure free,if not sustained, aftempts at making tunesto fit the moment, either with words orwithout. All definite musical ideas will bepreserved, the crudest receiving its properrecognition, but these will not be dweltupon further than to record them. Theywill not be allowed to obscure the growingideal of beautiful form in the children'sminds, nor take the place of the artisticsongs in class-singing.The copying of these tunes from theboard will constitute one of the early meansof learning staff-notation, and sight-read-ing, the motive of preserving their ownproductions and those of other childrenforming the most natural incentive for theeffort. In the upper grades, where verylittle original work is expected, drill inthe writing of music from dictation will begiven, always through melody. As far aspossible, folk-songs will be used, as supply-ing the chief deficiency in modern songs-simplicity and directness.Exercises and studies for securing a moredefinite comprehension of scale relationsand intervals, and of rhythm, will be givenin all grades. (See Modern Music Seriesfor the plan of these studies.)

    Diaphragmatic breathing-exercises willbe given throughout the school. In con-nection with the singing lessons? they willaim chiefly at securing control rather thanvolume. In the lower grades they will notbe emphasized.The introduction to part-singing will bethrough rounds and canons, in which allsing the melody, and none of the voicesare forced out of their natural ranges.

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    142 COURSE OF STUDYThe German and French folk-songs willbe sung in the original, others in transla-tions or with la. Only two or three

    will be dwelt upon,- those having a beau-tiful form-the rest being used incidentallyto enhance the interest at the point wherethey are wanted in the other work.

    Special classes will be arranged for back-ward children, and the prospect of a glee-club among the older boys and a quartetteamong the girls will be held out.The training-class will begin systematicvoice-work, with some individual instruc-tion. The work this month will includeexercises for giving conscious control ofthe diaphragm, vocal exercises for securinga natural tone-quality, and sight-singing,interval drill, and dictation given in twoclasses, elementary and advanced.

    Hymns and a few simple songs used inthe academic school will be sung, but thework will be chiefly technical.The discussion of standards of taste, andthe critical consideration of all songs used,will be a constant factor in this class.Songs

    First and Second Grades: Harvest Time,Primer, Modern Music Series; Gray Rain,Primer, Modern Music Series; Rain Song,Primer, Modern Music Series; Autumn Song,First Book, Modern Music Series; Thank You,Pretty Cow, Primer, Modern Music Series;Affle-Tree Song, Reinecke, Fifty Songs forChildren; Slumber Song, in English, ModernMusic Series.The Laughing Rill, for sight-singing andnotation, Primer, Modern Music Series; IndianSong, selected. Game Songs: Here we GoRound the Mulberry Bush,- Warm Hands,(Old English), Baby's Bouquet (illustrated byWalter Crane).Third Grade. Rain Song, Primer, ModernMusic Series; Sweet October, Second Book.Modern Music Series; Oriole's Nest Song, FirstBook, Modern Music Series; Wind Song, FirstBook, Modern Music Series, with exercises I.

    and II., page 95. Sight-Reading Song: TheWeathercock, First Book, Modern MusicSeries.Fourth Grade. Folk-Songs: Greek, Chinese,German, French.Two-Part Round, Second Book, ModernMusic Series; used also for sight-singing andnotation work.Fifth Grade. Harvest Time,Second Book,Modern Music Series; Sweet October,SecondBook, Modern Music Series. CharacteristicPuritan Hymns; Two-Part Round, SecondBook, Modern Music Series; used also forsight-singing and notation.Sixth Grade. Harvest Time,Second Book,Modern Music Series; Sweet October,SecondBook, Modern Music Series; Sea Horses, withSuggestive Studies, Second Book, Modern Mu-sic Series; Chinese Airs and Ancient Hymns,October COURSEOF STUDY; Two-Part Round,Second Book, Modern Music Series.Seventh Grade. Harvest Song, Songs ofLife and Nature; Corn Song, Third Book, Mod-ern Music Series; September Gale, Songs ofLife and Nature; Happy Farmer, Third Book,Modern Music Series; Songs on page 126,ThirdBook, Modern Music Series.

    Eighth Grade. Harvest Song, Songs of Lifeand Nature; Corn Song, Songs of Life and Na-ture; September Gale, Songs of Life and Na-ture; The Brook, with Studies, Second Book,Modern Music Series; Nile Boat Song, OctoberCourse of Study; Songs, page 126,Third Book,Modern Music Series.

    High SchoolHarvest Song, Songs of Life and Nature;To-day (Text by Thomas Carlyle), Songs ofLife and Nature; YeMerry Minstrels (Old Eng-lish Round), Third Book, ModernMusicSeries;Spirit of) Summer-Time, with Study, ThirdBook, Modern Music Series. Hymns: Awake,My Soul, Handel; The King of Love, Dykes.

    Training SchoolSongs selected from those used in the Aca-demic school. Text-books: Modern MusicSeries, Primer, First, Second, and Third Books,Songs of Life and Nature, Eleanor Smith.

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