A study of plans to provide musical training for the in-service elementary school teacher
508 132 4MB
English Pages 80
Polecaj historie
![School-Based Teacher Training : A Handbook for Tutors and Mentors [1 ed.]
9781446271896, 9781446254646](https://dokumen.pub/img/200x200/school-based-teacher-training-a-handbook-for-tutors-and-mentors-1nbsped-9781446271896-9781446254646.jpg)
![The Crisis of the Opera? A Study of Musical Hermeneutics : A Study of Musical Hermeneutics [1 ed.]
9781443854337, 9781443851329](https://dokumen.pub/img/200x200/the-crisis-of-the-opera-a-study-of-musical-hermeneutics-a-study-of-musical-hermeneutics-1nbsped-9781443854337-9781443851329.jpg)
Citation preview
A STUDY OP PLANS TO PROVIDE MUSICAL TRAINING FOR THE IN -SERV ICE ELEMENTARY SCHOOL TEACHER
A T h e s is P re se n te d to t h e F a c u l t y o f t h e S c h o o l o f M u s ic The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a
In P a r tia l F u lfillm e n t o f t h e R e q u ire m e n ts f o r t h e D e g ree M a s t e r o f M u s ic
by Jo se p h in e M itc h e ll Ju n e 1942
UMI Number: EP61762
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
D issertation PVMsWng
UMI EP61762 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 -1 3 4 6
Th is thesis, w r it te n by
u nd er the direction of h . . F a c u l t y C o m m it te e , a n d a p p r o v e d b y a l l its m e m b e r s , has be en p r es e nt e d to an d a c c e p te d by the Co un cil on G ra d u at e S t u d y an d R es e a rc h in p a r ti a l fu lfill m e n t of th e r e q u i r e m e n t s f o r t h e d e g r e e of
MASTER OF MUSIC
Secretary Date...
Faculty Committee -C
r\
A
Chairman
TABLE OP CONTENTS CHAPTER I.
PAGE
THE PROBLEM AND DEFINITION OP TERMS USED
1
..........................................
The p ro b le m
S t a t e m e n t o f t h e p r o b l e m ..............................
2
Im p o rta n c e o f th e
2
s t u d y ..............................
D e f i n i t i o n s o f te rm s u s e d M u sic a l t r a i n i n g In -se rv ic e II.
. . .
................................ ..............................................
e le m e n ta ry sc h o o l
te a c h e r . . .
2
4 4 5
WHY MUSICAL TRAINING POE THE TEACHER IN SER VICE ................................................................................................... The v a l u e o f m u s i c a l t r a i n i n g a s w e ll a s young t e a c h e r s
6
to e x p e rie n c e d •• • • • • • •
7
The m u s i c a l b a c k g r o u n d o f t h e a v e r a g e te a c h e r
...................................................................................
The w ork e x p e c te d o f t h e g r a d e
te a c h e r . . .
A d v a n ta g e s o f l e a r n i n g w h ile te a c h in g I I I '.
7 9
. . .
10
. . .
12
THE SOURCES PROM WHICH ELEMENTARY SCHOOL TEACHERS MAY RECEIVE MUSICAL TRAINING
I n t r o d u c t i o n ......................................................................... T e a c h e r im p ro v e m e n t a n d m u s ic i n
12
th e
s c h o o l s ..................................................................
12
W eakness o f th e m u sic p ro g ram In th e p u b lic
s c h o o l s .........................
12
iv chapter
pag e
A g e n c ie s f o r i n - s e r v i c e
te a c h e r tr a in in g
C o lle g e and u n i v e r s i t y e x te n s io n
.
13
...........................
14
The p r i n c i p l e s o f i n - s e r v i c e t r a i n i n g
by
e x t e n s i o n .........................................................................
14
C o o p e r a tio n b e tw e e n s t a t e m u sic s u p e r v i s o r and e x te n sio n d e p a rtm e n ts o f s t a t e c o l l e g e s ..............................................................................
15
C o urses o f f e r e d by e x te n s io n
................................
17
V a lu es o f e x te n s io n
................................
18
S u p e rv isio n ,
c la ss e s
an agency f o r in - s e r v i c e
tea ch e r tra in in g
• • • • •
.....................................
The p r im a r y p u r p o s e o f s u p e r v i s i o n
.
19
......................
23
T he s u p e r v i s o r i n a s m a l l s y s t e m ......................
27
T he s u p e r v i s o r i n a l a r g e
28
R ural su p e rv isio n
Sum m er s t u d y ,
. . . . . . .
• .
.
19
s y s t e m ......................
an a g e n c y f o r i n - s e r v i c e
te a c h e r tra in in g
..........................................
32
..........................................................
33
....................................................
35
P u r p o s e s ...................................................................................
35
L e a d e r s ...................................................................................
36
M u s ic on g e n e r a l t e a c h e r s *
37
F o llo w - u p w ork T eachers* m e e tin g s
p rogram s
. . .
I n s t i t u t e s ...................................................................................
37
T h e w o r k s h o p ...................................................
39
V
CHAPTER
PAGE R a d io , an a g e n c y f o r i n - s e r v i c e
te a c h e r
t r a i n i n g .................................................................................. .
44
The p l a c e o f r a d i o
44
P o s sib ilitie s o f c o lle g e
in
e d u c a t i o n .....................
of ra d io fo r c o n tin u a tio n stu d y
...................................................
B r o a d c a s t in g m u sic c o u r s e s f o r c r e d i t R a d io , an o p p o r t u n i t y f o r C o n c lu s io n IV .
44
. .
th e s u p e r v is o r
•
..................................................................
45 47 47
THE MOTIVATION OP THE MUSICAL TRAINING OP IN-SERV ICE ELEMENTARY SCHOOL TEACHERS A ttitu d e
o f th e te a c h e r
. . .
................................
48 48
The r e s p o n s i b i l i t y o f t h e s c h o o l a d m in istra tio n
. . . . . . .
................................
48
The po w er w h ic h t h e s c h o o l s y s te m h a s o v e r t h e t e a c h e r s .........................
50
F i n a n c i a l i n d u c e m e n t s .........................
50
P ro fe s s io n a l re c o g n itio n
52
• •
.....................................
C r e d i t t o w a r d t h e B a c h e l o r 1s d e g r e e I n ta n g ib le m o tiv a tin g in flu e n c e s V.
. . . .
...........................
52 53
THE PROGRAM OF MUSICAL TRAINING FOR I N SERVICE ELEMENTARY SCHOOL TEACHERS IN SOUTHWEST L O U I S I A N A ......................................................... O rg a n iz a tio n o f th e s c h o o l m u sic
. .
s ta te
55
p ro g ram o f . . . . . . . .
55
vi CHAPTER
PAGE C e r t i f i c a t i o n re q u ir e m e n t o f tw e lv e s e m e s te r h o u r s o f m u sic O rg a n iz a tio n tra in in g
V I.
..........................................
o f th e in - s e rv ic e
56
te a c h e r
p r o g r a m ........................................................
56
T h e o p e r a t i o n o f t h e p l a n ..........................................
58
E v id e n c e s o f th e r e s u l t s
p ro g ram
•
•
61
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .
.
•
63
Sum m ary
o f th e
...................................................................................
C o n c l u s i o n s ...................................
63
.
R e c o m m e n d a t i o n s ............................................................. BIB L IO G R A PH Y ...................................................................................................
64 66 68
CHAPTER I THE PROBLEM AND DEFINITION OF TERMS USED I t is d iffic u lt c e rtific a tio n
to in c lu d e in
th e re q u ire m e n ts f o r
a n d f o r g r a d u a tio n fro m te a c h e rs *
a l l o f th e s k i l l s
c o lle g e
a n d k n o w le d g e s w h ic h a t e a c h e r I n t h e
e le m e n ta ry s c h o o l i s
lik e ly to need.
G reat d iffe re n c e s
in n e c e s s a r y q u a l i f i c a t i o n s a r e fo u n d in d i f f e r e n t g ra d e le v e ls ,
p a r t i c u l a r l y in
sp e c ia l s k ills . d e sira b le
I n t h e c a s e o f m u sic I t
th a t a te a c h e r in
l e v e l be a b le to
to
T h is s i t u a t i o n
t h e n e e d w hen i t
I s h ig h ly
th e k in d e rg a rte n -p rim a ry
p la y th e p ia n o ;
g ra d e s th e a b i l i t y s k ill.
t h o s e s u b j e c t s w h ic h r e q u i r e
in th e in te rm e d ia te
s in g p a r t songs i s an im p o r ta n t p r e s e n t s th e p ro b le m o f m e e tin g
a rise s,
th a t is ,
w h en t h e t e a c h e r i n
s e rv ic e fin d s h e r s e l f a ssig n e d to te a c h in g s u b je c t m a tte r w h ic h r e q u i r e s m ore k n o w le d g e a n d s k i l l
th a n h e r t r a i n i n g
h as p ro v id e d . How i s t h i s
p ro b le m b e in g
so lv e d in
m u s i c , a n d how c a n i t b e t t e r b e s o l v e d ? te a c h e r-tra in in g
In stitu tio n s
p ro v id e th e f a c i l i t i e s
of
S h o u ld th e
e n la rg e t h e i r s e rv ic e to
m eet th e n e e d s o f t h e i r g r a d u a te s , th e a re a th e y serv e?
th e f i e l d
o r o f th e te a c h e r s in
Or sh o u ld l o c a l sc h o o l b o a rd s fo r th is
tra in in g ?
T here i s
th e
2 q u e s t io n o f th e a l l o t m e n t o f tim e f o r o u t s i d e
stu d y in
t h e b u s y w e e k ly s c h e d u le o f th e e le m e n ta r y t e a c h e r , an d th e fin a n c in g o f th e c o u rs e s .
The a c c r e d i t i n g
w o rk a s e x t r a i n c e n t i v e t o t h e
te a c h e r,
tiv e
o f such
th e a d m in is tr a
d e t a i l s w h ich a f f e c t t h e a g e n c ie s r e s p o n s i b l e , a n d
m any o t h e r p e r t i n e n t c o n s i d e r a t i o n s d e s e r v e s t u d y i n o rd e r t h a t th e tr a in in g in -se rv ic e
f o r m u sic t e a c h i n g n e e d e d b y
e le m e n ta ry t e a c h e r s b e s a t i s f a c t o r i l y p ro v id e d * I,
THE PROBLEM
S ta te m e n t o f th e p ro b le m . th is
s tu d y (1 )
I t was t h e p u r p o s e o f
to d e te rm in e th e n e ed f o r m u sic a l t r a i n i n g
o f th e i n - s e r v ic e e le m e n ta ry sc h o o l te a c h e r ;
(2 )
d is c o v e r so u rc e s a v a ila b le f o r th e p ro v is io n
of th is
tra in in g ;
(3 )
to
t o d i s c o v e r m eans o f m o tiv a tin g a n d v i t a l
i z i n g th e w ork ;
(4)
be f in a n c e d ; and (5)
to
i n v e s t i g a t e how i t
to
in v e s tig a te
can and sh o u ld
th e p r a c t i c a l a p p l i
c a tio n o f in -s e rv ic e a id s . Im p o rta n c e o f th e
stu d y .
t e a c h e r g o e 3 on a s l o n g a s s h e i s p o ss ib le p re p a ra tio n
The e d u c a t i o n o f a te a c h in g .
she can a c q u ir e i s
The b e s t
b u t a b e g in n in g .
F r e d e r i c k L am son W h i t n e y s t a t e s : The s u p e r i n t e n d e n t o f s c h o o l s m u st f a c e th e f a c t t h a t h e c a n n o t h o ld th e s t a t e n o rm al s c h o o l and th e s t a t e te a c h e rs* c o lle g e re s p o n s ib le f o r t h e h i g h e s t l e v e l s o f t e a c h i n g s k i l l am ong
3 g r a d u a t e s s e n t t o h im , n o r can h e assum ed t h a t l e n g t h o f s e r v i c e m ay h e t a k e n a s a s u r e i n d e x o f th e b e s t te a c h in g s k i l l . . . . Our p u b l i c s c h o o l t e a c h e r s a r e l i k e o t h e r w o rk e rs i n t h a t th e y b u t b e g in th e p r o c e s s o f d e v e lo p m e n t d u rin g th e p e rio d g iv e n o v e r s p e c i f i c a l l y to p re p a ra tio n . T h is d e v e lo p m e n t m u st be c o n tin u o u s i n o r d e r t h a t a p p r o x i m a t e l e v e l s o f s k i l l m ay b e m a in ta in e d w h ile in s e r v ic e . I t i s a v e ry Im p o rt a n t d u ty o f th e s u p e rin te n d e n t o f sc h o o ls to o rg a n iz e a l l a v a ila b le a g e n c ie s f o r te a c h e r Im provem ent u n d e r h i s c o n t r o l b o t h w i t h in an d w i t h o u t t h e s y s t e m so t h a t t h e c o r p s m ay show c o n s ta n t g ro w th . No t e a c h e r r e m a i n s s t a t i c i n p r o f e s s io n a l a t t i t u d e and s k i l l . The s u p e r i n te n d e n t m ust e x e r t le a d e r s h ip f o r a s te a d y m ovem ent to w a r d u l t i m a t e s t a n d a r d s o f t e a c h i n g e ffic ie n c y .i The p l a c e o f m u sic i n program i s
th e m odem e d u c a tio n a l
so f i r m l y e s t a b l i s h e d t h a t n o t e a c h e r I n t h e
e le m e n ta ry sc h o o l can s u c c e s s f u lly d i r e c t th e le a r n in g in te re s ts
o f c h i l d r e n w i t h o u t some m u s i c a l t r a i n i n g a n d
a b ility .
In a d e q u a te p r e - s e r v ic e t r a i n in g h as c re a te d
th e n e c e s s ity f o r in - s e r v ic e
tra in in g .
J o h n W. B e a t t i e
e m p h a siz e s th e im p o rta n c e o f m u sic e d u c a tio n f o r th e g rad e te a c h e r by sa y in g ; T he m u s i c e d u c a t i o n o f t h e g r a d e t e a c h e r i s a m a t t e r o f v i t a l Im p o rta n c e i n th e u p - b u ild in g o f m u s ic a l A m e ric a . . . . The a c t u a l i n s t r u c t i o n I n m u s ic m u s t b e c a r r i e d on b y t h e g r a d e t e a c h e r s , who t r y t o c a r r y o u t t h e i n s t r u c t i o n s o f t h e s u p e r v i s o r . . . . We, a s m u s i c e d u c a t o r s , m u s t se e to i t t h a t th e g ra d e t e a c h e r b e g iv e n a d e q u a te
1 F r e d e r i c k L am son W h i t n e y , T h e G r o w th o f T e a c h e r s i n S e r v i c e (New Y o r k ; T he C e n t u r y C om p an y, 1 9 2 7 7 , P* 2 2 .
4 i n s t r u c t i o n i n m u s i c , a s much, a s p o s s i b l e w h i l e i n t e a c h e r - t r a i n i n g s c h o o l , a s m uch a s we c a n i n s i s t upon a f t e r sh e i s in te a c h in g s e r v i c e . 2 H o w ev er, to o l i t t l e
h a s been done to p ro v id e o p p o r t u n it i e s
f o r m e e tin g th e p r e s e n t n e e d s . th e m u sic a l t r a i n in g e ffe c te d is
o f te a c h e rs in -s e rv ic e
e sp e c ia lly p e rtin e n t a t II.
th is
th is
can be
tim e .
DEFINITIONS OF TERMS USED
M u sic a l t r a i n i n g . u sed in
A s tu d y o f p la n s w hereby
The te r m ^ m u s ic a l t r a i n i n g ” a s
s t u d y m ay b e i n t e r p r e t e d a s m e a n i n g s
1.
The a b i l i t y
to
sin g .
2.
A w o rk in g k n o w led g e o f t h e e le m e n t a r y t h e o r y
o f m u sic . 3. lite ra tu re 4.
The a b i l i t y o f th e f i r s t
to
r e a d su c h m u sic a s
th e
song
s ix g rad es r e q u ir e s .
An a p p r e c i a t i o n
o f m u sic w h ic h i n c l u d e s a
k n o w led g e o f s u c h s t a n d a r d c o m p o s itio n s o f g r e a t c o m p o se rs a s w o u ld b e u s e d i n in
c o n n e c tio n w ith l i s t e n i n g
a c tiv itie s
th e e le m e n ta ry s c h o o l. 5.
A th o ro u g h u n d e rs ta n d in g o f th e p s y c h o lo g ic a l
p ro ced u res r e l a ti v e
t o m u sic te a c h i n g in
th e e le m e n ta ry
g rad es.
J o h n W. B e a t t i e , ”T h e M u s i c a l E d u c a t i o n o f t h e G rade T e a c h e r, In T r a i n in g and In S e r v i c e , ” Y e a rb o o k . M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e . 1 9 2 9 , p . 5 4 9 .
5 I n -*s e r v i c e refers
to
e le m e n ta ry sc h o o l te a c h e r .
T h is te rm
t h e r e g u l a r l y e m p lo y ed c l a s s r o o m t e a c h e r i n
a n y g ra d e b e lo w t h e
se v e n th .
CHAPTER II WHY MUSICAL TRAINING FOR THE TEACHER IN -SERV ICE The I m p o r ta n c e o f t h e w ork o f t h e c l a s s r o o m t e a c h e r in th e b u i l d i n g up o f a v a l i d m u s ic a l program i n th e e le m e n ta ry s c h o o ls h a s lo n g been a c c e p te d * m u sic a l tr a in in g
w h ic h t h e
The
te a c h e r h a s a c q u ire d d u rin g
p r e p a r a t i o n a n d w h ile In s e r v i c e w i l l a lw a y s b e th e d e te rm in in g f a c t o r in
t h e p r o g r e s s o f m u sic e d u c a t i o n
th e e le m e n ta ry sc h o o ls*
T h is i s
t r u e w h ere t h e r e
h i g h l y t r a i n e d m u sic s u p e r v i s o r a s w e ll a s i n w here a l l r e s p o n s i b i l i t y i s The w o rk o f t h e te a c h e rs a re
in
is a
situ a tio n s
p l a c e d on t h e g r a d e t e a c h e r *
s u p e r v i s o r i s m o s t e f f e c t i v e w hen
q u a l i f i e d t o do th e a c t u a l i n s t r u c t i o n u n d e r
e x p e r t g u id a n c e and d ir e c tio n *
C* H . F i s h e r ,
p re sid e n t
o f B e llin g h a m , W ash in g to n , S t a t e T e a c h e r s 1 C o lle g e ,
says,
The b i g g e s t f a c t o r i n m u sic e d u c a t i o n , a s i n a l l e d u c a tio n , i s th e te a c h e r . • • • B ecause o f t h e m e a g e r p r e p a r a t i o n i n m u s i c t h a t s o m an y s t u d e n t s h a v e w hen t h e y e n t e r t e a c h e r t r a i n i n g i n s t i t u t i o n s i t i s a l l t h e m o re n e c e s s a r y f o r u s to see to i t th a t o p p o rtu n itie s f o r p re p a ra tio n i n m u sic a r e n o t l i m i t e d b u t d e v e lo p e d t o w h a t e v e r e x te n t i s r e q u i r e d f o r a d e q u a te p r e p a r a t i o n . . . . E v en w i t h t h e b e s t t h a t a t e a c h e r t r a i n i n g i n s t i t u t i o n c a n do young s t u d e n t s n e e d g u id a n c e a n d h e l p w hen t h e y g o o u t t o t e a c h . ^
C . H . F i s h e r , “M u s i c a l T r a i n i n g E s s e n t i a l f o r t h e M o d e m T e a c h e r i n t h e E l e m e n t a r y S c h o o l , ” M u s ic E d u c a to rs N a tio n a l C o n feren ce Y earb oo k» 1933, p . 171.
7 The v a l u e o f m u s i c a l t r a i n i n g w e l l a s young; t e a c h e r s , i n m u sic i s
to e x p e rie n c e d as
T he v a l u e o f i n - 3 e r v i c e t r a i n i n g
b y n o m eans l i m i t e d t o young t e a c h e r s .
So
r e c e n t l y h a s m u s ic becom e a p a r t o f t h e e l e m e n t a r y s c h o o l c u rric u lu m
i n m any p l a c e s t h a t t e a c h e r s w i t h y e a r s o f
e x p e rie n c e
la c k th e n e c e ssa ry tr a in in g
T h ere i s no stig m a to
th is
la c k ,
f o r no te a c h e r can be
e x p e c te d t o b e a s p e c i a l i s t in a l l are
in c lu d e d in
m a s te ry o f th e
to te a c h i t .
o f th e
t h e m odern c u r r i c u l u m , su b je c ts re q u ire d i s
s u b j e c t s w h ic h
b u t g ro w th i n t h e
one o f th e c h a lle n g e s
w h i c h s p u r s t h e a v e r a g e t e a c h e r on i n h e r p r o f e s s i o n . The m u s i c a l b a c k g r o u n d o f t h e a v e r a g e t e a c h e r .
In
o rd e r to f u l l y e s ta b l is h th e c a se f o r th e n eed f o r th e in - s e r v ic e m u sic a l tr a i n in g
o f th e te a c h e r a sta te m e n t o f
t h e b a c k g r o u n d o f t h o s e who a r e g r a d u a t e d f r o m t e a c h e r s * c o lle g e s,
o r have been g ra n te d c e r t i f i c a t e s
s h o u ld be m ade,
J o h n W, B e a t t i e
to te a c h ,
says,
We a r e t o l d t h a t m a n y , p e r h a p s a m a j o r i t y , o f o u r n o r m a l s t u d e n t s come f r o m t h e f a r m s a n d s m a l l to w n s. We know t h a t m u s i c a l e d u c a t i o n p r o v i d e d i n r u r a l a n d v i l l a g e s c h o o l s i n p a s t y e a r s w as m e a g e r w h en n o t e n t i r e l y l a c k i n g . That s itu a tio n Is b e i n g i m p r o v e d , b u t f o r m a n y y e a r s t o come we m ay e x p e c t o u r n o rm al s c h o o l s t u d e n t s w i l l h a v e a l i m i t e d am o u n t o f k n o w le d g e o f m u s ic a n d no p e rfo rm in g a b i l i t y , 2
^ J o h n W. B e a t t i e , wT h e M u s ic E d u c a t i o n o f t h e G r a d e S c h o o l T e a c h e r i n T r a i n i n g a n d i n S e r v i c e , 1' M u s ic E d u c a to rs N a tio n a l C o n feren ce Y e arb o o k , 1929, p , 549,
The a m o u n t o f tim e a l l o t t e d tra in in g
t o m u sic i n
te a c h e r
i n s t i t u t i o n s r a n g e s fro m n o n e t o th e 10 p e r c e n t
p r o p o s e d b y t h e R e s e a r c h C o u n c i l o f t h e M u s ic E d u c a t o r s * N a t i o n a l C o n f e re n c e , w h ic h i s
tw e lv e s e m e s te r h o u rs in
a f o u r y e a r c o ll e g e c o u rs e .®
Pew s t a t e s r e q u i r e a s m uch
a s one o u t o f te n c r e d i t s
in m u sic f o r t h e e le m e n ta r y
c e rtific a te . Two r e c e n t s t u d i e s o f m u s i c r e q u i r e m e n t s f o r e le m e n ta ry te a c h e r s i n d ic a t e
t h a t th e m u sic a l b ack g ro u n d
o f th e a v e ra g e e le m e n ta ry te a c h e r i s b y E z r a H . P . W e is i n v e s t i g a t e d e le m e n ta ry te a c h e r s in in
f i v e m id -w e ste rn
A stu d y
th e m u sic p r e p a r a t i o n o f
tw e n ty s t a t e
sta te s.
lim ite d .
te a c h e rs*
The r e s u l t s
c o lle g e s
o f th e s tu d y
show ed t h a t i n t h e t w o - y e a r c u r r i c u l u m a r a n g e o f fro m one to fo u r se m e s te r h o u rs i s r e q u ir e d .
T he r a n g e i n
p e r c e n t a g e o f e n t i r e c u r r i c u l u m was f o u n d t o b e 1 t o p e r c e n t.
6
In th e fo u r y e a r c u rric u lu m none o f th e s e
c o l l e g e s o f f e r m u sic I n
th e f o u r t h y e a r , and o n ly one
c o l l e g e o f f e r s a m u sic c o u r s e f o r e le m e n ta r y t e a c h e r s in
th e t h i r d
y e a r.4
3 E z r a H . F . W e i s , T h e M u s ic P r e p a r a t i o n o f E l e m e n t a r y T e a c h e r s i n S t a t e T e a c h e r s * C o l l e g e s TNew Y o r k T e a c h e rs * C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 3 4 ; , p . 4 7 . 4 I b id . , p. 42.
9 A s t u d y m ade b y a c o m m itte e r e p r e s e n t i n g
th e
S o u t h e r n C o n f e r e n c e f o r M u s ic E d u c a t i o n c o n c e r n i n g t h e p r e s e n t s t a t u s o f m u sic r e q u ir e m e n ts f o r c e r t i f i c a t i o n o f g rad e te a c h e rs re v e a ls th e re q u ire m e n t i s h o u rs,
th e fo llo w in g s
2 se m e ste r h o u rs ,
tw o s t a t e s 4 s e m e s t e r h o u r s ,
h o u r s , and one s t a t e
in
tw o s t a t e s
one s t a t e
3 se m e s te r
tw o s t a t e s
6 se m e s te r
12 s e m e s t e r h o u r s *
S ta te
te a c h e rs1
c o l l e g e s w ere fo u n d t o o f f e r t h e a p p ro x im a te num ber o f s e m e s te r h o u r s i n m u sic c r e d i t s t h a t a r e r e q u i r e d f o r sta te
c e rtific a tio n . T h r o u g h o u t t h e c o u n t r y t h e m inim um r e q u i r e m e n t s
are
s o lo w i n t h e a c t u a l n u m b e r o f h o u r s o f w o r k , a n d
th e c o u rse s o ffe re d a re
so v a r i e d i n c o n t e n t t h a t a n y t h i n g
a p p ro a c h in g a u n ifo rm s ta n d a rd i s Even i n c i t y
tra in in g is
to assum e.
s y s te m s w h ere s t a n d a r d s f o r t e a c h e r q u a l i f i
c a tio n s a re h ig h , te a c h e r i s
im p o ssib le
th e m u sic a l tr a i n in g o f th e a v erag e
an u n d e te rm in e d q u a n t i t y . p ro v id e d th e
situ a tio n
s u f f i c i e n t l y im p ro v e d t o i n s u r e
U n le ss i n - s e r v i c e
w ill n e v e r be
th e a tta in m e n t o f th e
o b j e c t i v e s o f m u sic e d u c a ti o n i n t h e e le m e n t a r y s c h o o l s . The w o rk e x p e c t e d o f t h e g r a d e t e a c h e r .
Jam es L.
M u rs e ll s t a t e s f o u r p s y c h o lo g ic a l p r i n c i p l e s o f m u sic a l e d u c a ti o n w h ic h t h e g r a d e t e a c h e r m u st c a r r y o u t j 1. The m u sic p ro g ra m i s an o r g a n i z e d o p p o r t u n ity f o r e s th e tic e x p e rie n c e .
2* The m u sic p ro g ra m i s an o r g a n i z e d o p p o r t u n i t y f o r s o c i a l e x p e rie n c e * 3* The d e v e lo p m e n t o f t e c h n i c a l m a s te r y h a s a n e c e s s a r y p la c e in m u sic e d u c a ti o n . 4. The a c q u i s i t i o n o f k n o w le d g e a b o u t m u s ic h a s a p r o p e r an d n e c e s s a r y p l a c e i n m u sic ed u c a tio n * 5 The g r a d e t e a c h e r i s
e x p e c te d to p ro v id e o p p o r t u n it i e s
f o r t h e a c t i v i t i e s w h ic h w i l l p ro m o te t h e s e p r i n c i p l e s o f m u sic e d u c a ti o n ;
she m ust have a m a s te ry o f m a t e r i a ls
in o rd e r to d i r e c t th e a c q u is itio n k n o w le d g es n e c e s s a r y t o
th e c h ild r e n ;
th e m u sic w ith th e e n t i r e v ita liz e
o f th e
s k i l l s and
she m ust i n t e g r a t e
s c h o o l program in o r d e r t o
th e le a r n in g and g iv e i t
la s tin g v a lu e .
A d v a n tag e s o f l e a r n i n g w h ile
te a c h in g .
The f u n d
a m e n ta l m u s ic a l s k i l l s a r e an im p o rta n t p a r t o f th e t e a c h e r ’ s e q u ip m e n t, an d th e y can b e s u c c e s s f u l l y a c q u ire d d u rin g te a c h in g e x p e rie n c e i f been c u ltiv a te d b e fo re . le ss
th e y have n o t
G ood t e a c h i n g m e t h o d s a r e n o
im p o r t a n t in m u sic th a n i n o t h e r s u b j e c t s , a n d
sh o u ld a ls o be in c lu d e d in
th e te a c h e r ’ s tra in in g *
T e a c h e rs w ith m u sic a l t r a i n i n g and a b i l i t y have been
5 J a m e s L . M u r s e l l , nT h e P r i n c i p l e s o f M u s ic E d u c a t i o n , ’1 T h i r t y - f i f t h Y e a r b o o k o f t h e N a t i o n a l S o c i e t y f o r th e S tu d y o f E d u c a tio n ^ P a r t I 1 (B lo o m in g to n , I l l i n o i s ■ F u B lT c ^ S c h o o i " P u b l i s h i n g C o m p an y , 1 9 3 6 ) , p p . 4 - 1 0 .
11 known t o f a i l w h e r e g o o d t e a c h e r s w i t h l e s s m u s i c a l k n o w le d g e a n d s k i l l h a v e s u c c e e d e d .
B o th ty p e s o f l e a r n
i n g m ake t h e i d e a l b a c k g r o u n d f o r s u c c e s s f u l t e a c h i n g . One o f t h e a d v a n t a g e s o f i n - s e r v i c e
tra in in g
in m u sic i s
th e te a c h e r* s back g ro u n d o f p r o f e s s i o n a l t r a i n i n g and e x p e r i e n c e on w h i c h t o b a s e t h e i n m u sic e d u c a t i o n . te a c h e s.
in v o lv e d
The g o o d t e a c h e r c an l e a r n a s sh e
O fte n h e r e n th u s ia s m and s y m p a th e tic u n d e r
sta n d in g o f th e i n t e r e s t in
stu d e n ts *
p ro b le m s h e i g h t e n s
th e
th e c o o p e ra tiv e v e n tu re in m u s ic a l e x p e rie n c e
b e tw e e n t e a c h e r a n d p u p i l . d o in g .
sp e c ia l s k ills
T each ers,
to o ,
le a r n by
CHAPTER III THE SOURCES PROM WHICH ELEMENTARY SCHOOL TEACHERS MAY RECEIVE MUSICAL TRAINING INTRODUCTION T e a c h e r im p ro v e m e n t a n d m u sic i n t h e im p ro v em en t o f t h e t e a c h e r i n - s e r v i c e new i d e a .
sc h o o ls.
The
i s b y n o m eans a
A g e n c ie s f o r p r o v id in g o p p o r t u n i t i e s
fo r
p r o f e s s i o n a l g ro w th w ere e s t a b l i s h e d a s e a r l y a s 1 8 3 9 , w h i c h w as a l s o norm al sc h o o l.
th e d a t e o f th e o p e n in g o f th e f i r s t
I t w a s a b o u t t h e sam e t i m e , 1 8 3 8 , w hen
L o w e l l M ason I n t r o d u c e d m u s i c i n t o t h e p u b l i c B o sto n .
sta te
Teacher tra in in g
sc h o o ls o f
an d t e a c h e r im p ro v em en t h a v e
com e a l o n g w a y i n t h e c e n t u r y t h a t h a s p a s s e d , a n d m u s i c in
th is
tim e h a s a d v a n c e d t o a p la c e o f u tm o s t im p o rta n c e
In
th e p u b lic
sch o o l c u rric u lu m .
W eakness o f t h e m u sic p ro g ra m i n t h e p u b l i c sc h o o ls.
Though th e t e a c h e r s h a v e gone th ro u g h th e
p u b lic sc h o o ls w here,
th e o re tic a lly a t
been a p a r t o f th e sc h o o l p ro g ram , m ent o f m u s ic a l s k i l l s , m et no u n ifo rm s ta n d a r d . tra in in g
In stitu tio n s
le a st,
m u sic h a s
th e a c t u a l a c c o m p lish
k n o w le d g e, and a p p r e c i a t i o n h a s A nd a s we h a v e s e e n , t h e t e a c h e r
h a v e n e v e r a t t e m p t e d t o g i v e m ore
13 t h a n a m inim um o f m u s i c a l t r a i n i n g th e e le m e n ta ry te a c h e r . c irc le
in
th e p re p a ra tio n o f
W ith o u t i n - s e r v i c e
tra in in g
th e
can n e v e r he b ro k e n . G le n n G i l d e r s l e e v e ,
D e la w a re , m akes t h i s
s t a t e d i r e c t o r o f m u sic i n
sta te m e n ts
Too o f t e n o u r p r e s e n t s y s t e m o f r e q u i r e m e n t s and d e g re e s h a s c r e a te d th e id e a t h a t e d u c a tio n i s f i n i s h e d a t th e end o f a c o u rs e . Can t h i s b e r e m e d ie d b y a c l o s e r r e l a t i o n s h i p b e tw e e n t e a c h e r s 1 c o l l e g e a n d f i e l d w o rk ? . . . D oes n o t t h e b e g i n n i n g t e a c h e r n e e d t o know t h a t s h e sh o u ld c o n tin u e to ta k e c o u rs e s , p a r t i c u l a r l y i n e x t e n s i o n a n d sum m er s c h o o l ? . . . T hat edu c a t i o n i s n o t a m a t t e r o f s e m e s te r h o u r s , num ber o f co u rses, o r d eg rees, bu t a ’s ta te o f b e in g ,1 ’an a t t i t u d e to w a rd r i c h e r f u l l e r l i v i n g ’ and t h a t m u sic e d u c a tio n i s o n l y a p a r t o f th e c o m p le te w h o le .1 A g e n c ie s f o r i n - s e r v i c e o p p o rtu n itie s
te a c h e r tr a in in g .
f o r s e l f im p ro v em en t a r e
T he
so num erous to d a y
t h a t n o t e a c h e r s h o u ld re m a in i n a d e q u a t e t o t h e t a s k o f i n c l u d i n g m u sic in h e r d a i l y c la s s r o o m a c t i v i t i e s . O rg a n iz e d t r a i n i n g ,
w h ic h m e e ts th e n e e d s o f g ro u p s i n
d i f f e r e n t l o c a l i t i e s , m ay b e r e c e i v e d fro m s e v e r a l so u rces.
T h o se w h ic h a r e g e n e r a l l y a v a i l a b l e a t th e
p r e s e n t tim e f o r p r o v i d in g i n - s e r v i c e
tra in in g
in m u sic
e d u c a tio n w i l l b e d is c u s s e d u n d e r th e fo llo w in g * (1 )
C o lle g e and U n i v e r s i ty E x te n s io n ,
(2)
S u p e rv isio n ,
1 G l e n n G i l d e r s l e e v e , M u s ic E d u c a t o r s ’ N a t i o n a l C o n feren ce Y earb o o k . 1933, p . 177.
14 ( 3 ) Sum m er S t u d y , C o lle g e s ,
(5 )
(4 ) F o llo w -u p s e r v i c e o f T e a c h e r s '
T e a c h e rs ' M e e tin g s,
(6 )
In s titu te s ,
(7 ) W o rk sh o p s, a n d (8 ) R a d io . I.
COLLEGE AND UNIVERSITY EXTENSION
I n a num ber o f s t a t e s , e x te n sio n
is
c o lle g e and u n iv e r s ity
th e m o st im p o r ta n t a g e n c y w h ic h i s
lo o k in g
a f t e r th e m u s ic a l g ro w th o f th e t e a c h e r i n - s e r v i c e . Ja m es C r e e s e p o i n t s o u t t h a t t h e new f u n c t i o n o f e x t e n sio n i s
t h e im p ro v e m e n t o f l o c a l s c h o o l s .
e x te n sio n
in
th e f i e l d
c o m m u n itie s I t r e a c h e s .
liv in g
s ta n d a r d s in
S im ila r se rv ic e
e x te n d e d t o
sam e p o t e n t i a l v a l u e , a n d m i g h t w e l l b e
i n c l u d e d m ore g e n e r a l l y i n a p p lie d
U n iv e rs ity
o f a g r i c u l t u r e a n d hom e e c o n o m i c s
h a s f ig u r e d l a r g e l y In r a i s i n g
sc h o o ls h as th e
p
to in - s e r v i c e
o f m u sic t h e s e t - u p
th e e x te n s io n
tra in in g
p ro g ram s.
f o r te a c h e r s in
As
th e f i e l d
seem s h i g h l y a p p r o p r i a t e .
The p r i n c i p l e s o f i n - s e r v i c e D r. C h a rle s R u s s e ll s t a t e s th e
tr a in in g by e x te n sio n .
th re e p rin c ip le s
of in -
s e r v ic e t r a i n i n g b y e x te n s io n ass F i r s t , th e f e a s a b i l i t y o f I n d iv id u a ls ta k in g w ork o f c o l l e g i a t e g r a d e i n c e n t e r s aw ay fro m
2 Jam es C r e e s e , The E x te n s i o n o f U n i v e r s i t y T e a c h i n g (New Y o r k s T h e A m e r i c a n A s s o c i a t i o n f o r A d u l t E d u c a tio n , 1 9 4 1 ), p . 114.
15 i n s t i t u t i o n s o f h ig h e r le a r n in g ; se c o n d ly , th e f e a s a b i l i t y o f v o lu n ta r y a tte n d a n c e and s u p p o rt; an d t h i r d l y , th e d e m o n s tra te d v a lu e o f p r o f e s s i o n a l s t u d y on a p a r t - t i m e b a s i s . ^ T h e s e a r e v a l i d p r i n c i p l e s w hen a p p l i e d m u sic e d u c a tio n f o r t e a c h e r s • th e
sta te
p rin c ip le
P ro m t h e s t a n d p o i n t o f
c o lle g e or u n iv e r s ity th e re i s o f s e rv ic e to th e
to th e p ro b lem o f
sta te
th e fu n d a m e n ta l
by p ro v id in g
th e
a d v a n t a g e s o f p r o f e s s i o n a l e d u c a t i o n , n o t o n l y w hen b u t w here i t le v e ls
i s n eed ed f o r th e u ltim a te advancem ent o f a l l
o f le a rn in g * C o o p e r a tio n b e tw e e n s t a t e m u sic s u p e r v i s o r a n d
e x te n s io n d e p a rtm e n ts o f s t a t e
c o lle g e s *
S ta te
su p er
v i s o r s a r e p o w e r le s s t o p ro m o te a s u c c e s s f u l p ro g ra m o f m u sic e d u c a tio n w ith o u t w e l l - t r a i n e d
te a c h e rs , and sin c e
th e f a c i l i t i e s
o f e x te n s io n d e p a rtm e n ts a re a v a ila b le
fo r in -se rv ic e
te a c h e r tr a in in g ,
c l o s e c o o p e r a t i o n b e tw e e n
s u p e rv is o rs and c o lle g e s w i l l in c r e a s e th e o f b o th .
In
th re e
so u th e rn
s t a t e s — A la b am a, L o u i s i a n a ,
a n d V i r g i n i a — th e p ro b le m o f m u sic t r a i n i n g e le m e n ta ry te a c h e r s
in
se rv ic e i s
sta te
te a c h e rs*
fo r th e
c o n s id e re d o f m a jo r
im p o rta n c e b y t h e s t a t e m u sic s u p e r v i s o r s . w o rk ed w ith t h e
e ffe c tiv e n e ss
They h av e
c o lle g e s and s t a t e
3 C h a r l e s R u s s e l l , The Im p ro v e m e n t o f t h e C i t y E l e m e n t a r y S c h o o l T e a c h e r i n S e r v i c e (New Y o r k ; T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 2 2 ) , p . 9 .
16 u n i v e r s i t y t o p ro m o te a m u sic p ro g ra m d e s i g n e d s p e c i f i c a l l y to m eet th e e x i s t i n g n e e d . e ffo rts
c o m b in a tio n o f
th e te a c h e r s h av e th e a d v a n ta g e o f r e c e iv in g
c re d it fo r tra in in g m u sic e d u c a tio n sta te
By t h i s
w h ic h can b e u s e d i n c a r r y i n g o u t
in th e p u b lic
sc h o o ls a s ap p ro v ed by th e
su p e rv iso r. The g e n e r a l p l a n i s
as fo llo w s:
o rg a n iz e d in c o n v e n ie n t c e n te rs u su a lly a t
th e c o u n ty s e a t ;
c la s s e s a re
th ro u g h o u t th e s t a t e ,
t h e y m eet o n c e a w eek in t h e
e v e n i n g o r on S a t u r d a y w i t h a m em ber o f t h e m u s i c f a c u l t y o f th e c o lle g e ;
t h e m u s i c i n s t r u c t o r s who a r e a l l o w e d f u l l
tim e f o r e x t e n s i o n w ork v i s i t te a c h e rs e n ro lle d in le sso n s, tio n
th e c la ss ro o m s o f th e
th e c o u rs e s and g iv e d e m o n s tra tio n
o r h e lp th e te a c h e rs in
o f th e o rie s p re s e n te d in
some p r a c t i c a l a p p l i c a
th e c o u rs e .
T he n u m b e r o f t e a c h e r s e n r o l l e d i n t h e c l a s s e s o f t e n d e p e n d s upon th e c o u n ty s u p e r i n te n d e n t a n d sc h o o l p rin c ip a ls.
H e re th e s t a t e m u sic s u p e r v i s o r c a n p av e th e
w ay f o r t h e o r g a n i z a t i o n i n t e r e s t in
o f th e c la s s e s by s tim u la tin g
th e g ro w th o f a f i n e m u sic p ro g ram in
c o u n ty th ro u g h b e t t e r t r a i n e d
th e
te a c h e rs.
C o o p e r a tio n b e tw e e n t h e c o l l e g e m u sic i n s t r u c t o r and th e s t a t e
and l o c a l s u p e r v is o r s i s
S in c e th e c h ie f v a lu e o f i n - s e r v ic e im m e d ia te r e l a t i o n
a lw a y s d e s i r a b l e .
tra in in g
lie s
in
to th e needs o f th e te a c h e r s , a l l
its
17 e ffo rts d ire c te d
to t h i s
in th e e le m e n ta ry sc h o o l, th e
end s h o u ld he c o o rd in a te d * so i n
th e e x te n sio n c la s s e s ,
s u c c e s s o f t h e w ork d e p e n d s u p o n t h e t e a e h e r * C o u rses o f f e r e d b y e x te n s io n *
u su a lly w illin g
C o lle g e s a r e
to o f f e r any c o u rse l i s t e d
in
th e
c a ta lo g u e p ro v id e d a s u f f i c i e n t num ber o f te a c h e r s to
As
ju stify
e n ro ll
s e n d in g an i n s t r u c t o r t o m eet th e c la s s *
T he
m u sic c o u r s e s m ost n e e d e d a r e d e te r m in e d by th e s i t u a t i o n . S k ill co u rses,
such a s s ig h t- r e a d in g and e a r - t r a i n i n g ,
a r e o f p rim e im p o r ta n c e , b u t a g e n e r a l m u sic c o u r s e , w h ic h f o l lo w s a d i f f e r e n t p a t t e r n
fro m a n y c o u rs e
d e s c r i b e d i n t h e c a t a l o g u e , m i g h t b e m o re t o in a s itu a tio n tra in in g * in
w h ere t h e t e a c h e r s h a v e h a d no m u s i c a l
S in c e th e c o lle g e c o u rs e s o u tlin e d f o r te a c h e r s
p r e p a r a t i o n h av e n o t a lw a y s b e en e f f e c t i v e
th e ir needs, tra in in g in
th e p o in t
it
is
in m e e tin g
p o s s ib le th a t co u rses fo r in - s e rv ic e
sh o u ld be r e v is e d ,
o r a new c o n t e n t b e i n j e c t e d
o r d e r t h a t t h e y f u n c t i o n f o r t h e im m e d ia te b e n e f i t o f
th e tea ch e rs* An i d e a l p l a n w o u l d p r o v i d e f o r a s e r i e s
of
c o u r s e s w h ic h w i l l b u i l d up i n t e r e s t s , n e c e s s a r y s k i l l s , a p p re c ia tio n
o f m u s ic , a n d m odern m e th o d s o f p r o c e d u r e
w h ic h d e a l w i t h t e x t b o o k s a n d o t h e r m a t e r i a l s d e v e lo p m e n t o f th e m u sic p ro g ra m i n
th e
fo r
sc h o o ls*
th e T h is
18 can be done w ith an a v e ra g e g ro u p o f te a c h e r s p e r i o d o f tw o y e a r s , a l l o w i n g s i x c r e d it fo r each y e a r.
over a
se m e ste r h o u rs o f
Such a p la n h a s been d e m o n s tra te d
in a num ber o f c e n t e r s in
so u th w e st L o u i s i a n a .4
V a lu es o f e x te n s io n
c la ss e s.
o f s c h o o l a d m i n i s t r a t o r s an d m u sic c la ss e s o ffe re d by s ta te
From t h e s t a n d p o i n t s u p e r v is o r s e x te n sio n
c o lle g e s and u n i v e r s i t i e s a re
th e m o st e f f e c t i v e m eans o f c a r r y i n g o u t a p ro g ram o f m u sic a l tr a i n in g in stru c tio n
is
fo r in -se rv ic e
e le m e n ta ry te a c h e r s .
c a r r i e d on b y e x p e r t s w h o , b y v i r t u e
T he of
t h e i r c o lle g e p o s itio n s , have th e c o n fid e n c e and re s p e c t o f a l l co n cern ed .
C r e d it f o r c o u rs e s , w h e th e r to m eet
re q u ire m e n ts o r n o t, is
ta n g ib le
i s m o tiv a tio n
te a c h e rs,
and
e v i d e n c e t h a t e f f o r t s a r e m ad e t o w a r d
p r o f e s s i o n a l im p ro v e m e n t. c o lle g e and p u b lic
The c o n t a c t e s t a b l i s h e d b e tw e e n
sc h o o l e d u c a to rs b rin g s a h e a lth y
u n d e rsta n d in g v i t a l to to do.
f o r th e
t h e w ork w h ic h b o t h a r e a t t e m p t i n g
Jam es C re e s e m akes t h i s
s i g n i f i c a n t sta te m e n t:
U n i v e r s i t y e x te n s io n and th e o t h e r fo rm s o f a d u l t e d u c a t i o n i n w h ic h c o l l e g e s a n d u n i v e r s i t i e s e n g a g e m ay o f f e r a c o r r e c t i v e , a c o m p e n s a t i n g v a lu e , i f , from th e u p p e r l e v e l s o f p r o f e s s i o n a l s t u d y down, t h e r e c a n b e b r o u g h t t o t h e c o l l e g e c a m p u s a r e a l s e n s e o f t h e w o rk o f t h e w o r l d , a m ore s p e c i f i c a p p r e c i a t i o n o f
4 In fra .,
c h a p t e r V.
19 t h e c a l l i n g s t o w h ich young p e o p le r e s p o n d a n d o f r e s p o n s i b i l i t y f o r hu m an w e l f a r e a n d t h e n e e d s o f s o c ie ty ,5 It
is
f u r t h e r p o in te d o u t t h a t ,
U n i v e r s i t y e x te n s i o n , u n l i k e m ost fo rm s o f a d u l t e d u c a tio n , i s d i r e c t l y r e l a t e d to th e a c c r e d ite d , t r a d i t i o n a l fu n c tio n s o f h ig h e r e d u c a tio n . H h e th e r i t a i d s o r dam ages t h e u n i v e r s i t y w i l l b e d e t e r m in e d b y t h e n e a t n e s s a n d good ju d g m e n t w i t h w h ic h th e s e v e ra l fu n c tio n s o f th e u n iv e r s ity o r c o lle g e a r e a d j u s t e d to one a n o th e r ; p r o f e s s i o n a l , g r a d u a te and u n d e rg ra d u a te te a c h in g , r e s e a r c h , and f i n a l l y , e x te n s io n . T h ese a r e n o t a lw a y s c o n g e n ia l e le m e n ts . They a r e t o b e r e c o n c i l e d b y so m e th in g b e t t e r th a n th e u n ifo rm a p p l i c a t i o n o f a r b i t r a r y 11u n i v e r s i t y s t a n d a r d s 11. 5 II.
SUPERVISION, AN AGENCY FOR IN-SERV ICE TEACHER TRAINING
The p r i m a r y p u r p o s e o f s u p e r v i s i o n . g e n e r a lly u n d e rsto o d th a t v isio n
is
tra in in g
th e p rim a ry p u rp o se o f s u p e r
t o im p ro v e i n s t r u c t i o n . in
It is
su p e rv isio n i s
T he f u n c t i o n o f t e a c h e r
e x tre m e ly im p o rta n t in
p ro m o tin g t h e s u c c e s s o f a m u sic p ro g ram i n a n y a r e a w here a m u sic s u p e r v i s o r i s can be used f o r e f f e c tiv e
e m p lo y ed .
The m e th o d s w h ic h
te a c h e r tr a in in g
as a p a rt of
t h e s u p e r v i s o r y p ro g ram v a r y w ith th e d i f f e r e n t c o n d i t i o n s fou nd In e v e ry s i t u a t i o n .
5 C reese,
op.
F a n n i e W. Dunn s a y s s
c i t . , p.
6 I b i d . . p. 21.
19.
20 The f u n c t i o n o f s u p e r v i s i o n i s i n c r e a s i n g t h e e f f e c t i v e n e s s o f t h e t e a c h e r b y m ak in g d e s i r a b l e ch an g es in w hat she i s and a s a c o n se q u e n c e in w hat she d o es to d is c o v e r p o t e n t i a l i t i e s and d e v e lo p th em . The a c i d t e s t o f s u p e r v i s i o n i s th e e x te n t to w h ic h i t k e e p s th e s u p e r i o r t e a c h e r s in th e s y s te m g ro w in g and p ro d u c in g t o t h e l i m i t of th e ir c a p a c itie s. The good s u p e r v i s o r s t i m u l a t e s f r u i t f u l g ro w th in a l l te a c h e rs . She h e l p s (1 ) th e n o rm a l s c h o o l g ra d u a te . . . in th e p r a c t i c a l r e o r g a n iz a tio n o f t h e s i t u a t i o n t h a t w i l l m ake h e r i d e a l s p o s s i b l e in th e p r e s e n t and h o ld th e re m a in d e r f o r f u tu r e a p p lic a tio n . . . as c o n d itio n s s h a ll g ra d u a lly b e d e v e lo p e d w h ic h a r e e s s e n t i a l t o t h e i r r e a l i z a t i o n ; sh e h e l p s (2 ) th e t e a c h e r w ith l i t t l e o r no p r e lim in a r y p r o f e s s io n a l p r e p a r a tio n to grow . I n a d d i t i o n she g iv e s h e r t r a i n i n g in te a c h in g w h ile she i s a c t u a l l y in te a c h in g s e rv ic e .7 The m u sic s u p e r v i s o r i s te a c h e r tr a in e r .
f i r s t and c o n tin u a lly a
The m u s i c a l a b i l i t i e s
o f e le m e n ta ry
te a c h e r s m ust be re c o g n iz e d and d e v e lo p e d a c c o rd in g to th e n eed s o f in d iv id u a ls . e le m e n ta ry e d u c a tio n
I s o b e l D a v id so n , d i r e c t o r o f
i n E l i z a b e t h , Hew J e r s e y ,
w rite s;
The a im o f t h e s u p e r v i s o r i s t o p r e s e r v e a n d e n la rg e p e r s o n a lity . She h e lp s e a c h te a c h e r to g a in c o n tr o l o f te a c h in g te c h n iq u e s , d e s i r a b l e s k i l l s , an d u s a b l e k n o w le d g e; a n d t o fo rm su c h h a b i t s o f th in k in g , f e e l i n g , and d o in g a s w i l l r e s u l t in d e s i r a b l e a t t i t u d e s and a p p r e c i a t i o n s .8
7 F a n n i e W* D u n n , ttW hat i s S u p e r v i s i o n , 11 I m p r o v e m e n t o f I n s t r u c t i o n in R u r a l S c h o o ls T hrou g h P r o f e s s i o n a l S u p e r v i s i o n . D e p a rtm e n t o f th e I n t e r i o r , B u reau o f E d u c a tio n , B u l l e t i n , 1 9 2 6 , No. 1 2 , p . 5 . 8 I s o b e l D a v id so n , G r o u p D i f f e r e n c e s Among s i o n . D e p a rtm e n t o f th e B u l l e t i n , 1 9 2 7 , No. 2 4 ,
HA d a p t a t i o n o f S u p e r v i s i o n t o T e a c h e r s , 11 R u r a l S c h o o l S u p e r v i I n t e r i o r , B ureau o f E d u c a tio n , p. 2.
21
As in
th e f i e l d s
o f g e n e ra l su p e rv isio n ,
in
o rd er
t h a t t e a c h e r s m ay b e r e a c h e d w i t h e f f e c t i v e a i d s f o r m u sic te a c h i n g in t h e c la s s r o o m ,
th e m u sic s u p e r v i s o r
m ust d e s ig n p la n s f o r s e c tio n in g
te a c h e rs
in to
g ro u p s.
M iss D a v id so n p e r t i n e n t l y p o i n t s o u t t h a t , J u s t a s th e s tu d y o f in d iv id u a l d if f e r e n c e s am ong c h i l d r e n h a s r e s u l t e d i n b e t t e r s c h o o l a d a p t a t i o n s t o m eet t h e i r n e e d s a n d i n hom ogen eous g ro u p in g a f f o r d in g b e t t e r o p p o r tu n ity f o r t h e g r o w t h o f t h e i n d i v i d u a l a t h i s own p a c e , s o a s t u d y o f i n d i v i d u a l d i f f e r e n c e s am ong t e a c h e r s i s le a d in g t o hom ogeneous g ro u p in g o f t e a c h e r s on t h e b a s i s o f v a r i a b i l i t y i n t r a i n i n g and e x p e rie n c e .9 T h e r e i s u s u a l l y o n e g r o u p o f t e a c h e r s who n e e d to
c u ltiv a te
su ch fu n d a m e n ta l s k i l l s
u sin g a p itc h p ip e ,
resp o n d in g
as sin g in g a lo n e ,
to rh y th m , an d r e a d i n g
sim p le rh y th m ic and m e lo d ic n o t a t i o n .
If
th e tim e o f
th e s u p e r v i s o r can be b u d g e te d to in c lu d e enough m e e tin g s w ith t h i s group to in s u r e sh o u ld be d ir e c te d
s u c c e s s f u l a c h ie v e m e n t,
to w a rd s t i m u l a t i n g t h e
a t t e n d m e e tin g s f o r t h i s
purp o se.
te a c h e rs
o f th e m u sic p ro g ram th r o u g h i n c r e a s i n g
arra n g e to to
see to
th a t o p p o rtu n ity fo r th is
9 Ib id . . p.
3
e ffe c tiv e n e ss
th e
W h eth er t h e
conduct such a c la s s o r n o t, it
to
The a p p r o a c h s h o u l d b e
m ad e f r o m t h e s t a n d p o i n t o f i m p r o v i n g t h e
t h e u s e o f m u sic m a t e r i a l s .
e ffo rts
s k ills
in
s u p e r v is o r can it
i s h e r d u ty
tra in in g
is
22 su p p lie d • T eacher tra in in g who a r e weak* th a t
i n m u sic i s n o t l i m i t e d
MF r u i t f u l g r o w t h i n a l l
to
th o se
t e a c h e r s 11 d e m a n d s
s u p e r io r t e a c h e r s w ith w e ll-d e v e lo p e d m u s ic a l
a b ilitie s
be a id e d .
T he m u s i c
s u p e r v i s o r can g ro u p th e
t e a c h e r s who a r e w o r k i n g w i t h u n i t s c e n t e r e d a r o u n d t h e so c ia l stu d ie s, are r e la te d
s u p p l y i n g th em w i t h m u s ic m a t e r i a l s w h ic h
to u n i t s ,
an d w h ic h w i l l b e s u i t a b l e
f o r th e
a c c o m p lish m e n t o f th e m u s ic a l g ro w th o f th e c h i l d r e n . The s u p e r v i s o r s h o u ld f u r n i s h o u t l i n e s t e a c h e r s w h ic h i n d i c a t e
th e
s t e p - b y - s t e p d e v e lo p m e n t o f
a w e l l- r o u n d e d m u sic p ro g ra m . in to
c o n sid e ra tio n
fle x ib le ;
th e
T hese o u tlin e s
situ a tio n
and in o r d e r t h a t
f o r th e
as i t
is
w ill ta k e
a n d w i l l re m a in
th e y h a v e p r a c t i c a l v a lu e no
b e t t e r p r o c e d u r e f o r m ak in g th em c o u l d b e f o l l o w e d t h a n one w h ic h c a l l s upon t h e p la n
is
te a c h e rs f o r c o o p e ra tio n .
T h is
a d e v i c e f o r t e a c h e r t r a i n i n g , a s w e l l a s a m eth o d
o f b u i l d i n g a s o u n d p r o g r a m b a s e d on u n d e r s t a n d i n g b e t w e e n s u p e rv is o r and te a c h e r s .
T h ro u g h th e d e v e lo p in g o f t h e s e
o u tlin e s in d iv id u a l te a c h e rs w i l l d is c o v e r w eaknesses w h ic h n e e d to b e o v e rc o m e. P e rs o n a l c o n fe re n c e s p ro v id e v a lu a b le o p p o r tu n itie s fo r su p e rv iso rs
t o e n c o u r a g e , a n d m any t im e s p r o v i d e ,
c o n tin u e d g ro w th i n m u s ic a l d e v elo p m e n t o f i n d i v i d u a l te a c h e rs.
The s u p e r v i s o r * s r e l a t i o n
to th e te a c h e rs
sh o u ld be such t h a t tra in in g
re s u lts
th e d is c o v e ry o f n eed f o r m u sic a l
fro m c o o p e r a t i v e e f f o r t s
to w a rd p u p il
a c c o m p lish m e n t r a t h e r th a n c r l t i c a l o b s e r v a t i o n t e a c h e r 1s a b i l i t y .
The p o l i c y o f c a p i t a l i z i n g
r a t h e r th a n e m p h a siz in g f a i l u r e le a rn
c re a te s
o f th e success
th e d e s ir e
to
w h ile te a c h in g . R u ral s u p e rv is io n .
d iv is io n
H e len H e f f e r n a n ,
o f e le m e n ta ry e d u c a tio n ,
m ent o f E d u c a tio n ,
s ta te s
c h ie f o f th e
C a li f o m ia S ta te D e p a rt
c l e a r l y t h e w ork o f t h e r u r a l
m u sic s u p e r v i s o r i n th e f o llo w in g p a ra g ra p h ? The r u r a l s u p e r v i s o r o f m u s ic m u s t h a v e t h e c o u r a g e t o d e p a r t f r o m som e o f h e r t r a d i t i o n a l p ra c tic e s . H er jo b i s an i n - s e r v i c e t r a i n i n g p r o g r a m t o g e t t e a c h e r s t o know a n d l o v e m u s i c , t o m ake t h e m s e e h o w i t c o n t r i b u t e s t o c h i l d d e v e l o p m e n t , t o h e l p th e m u s e i t t o e n r i c h a n d e x te n d th e e x p e rie n c e s o f c h il d r e n . T h e r e p o r t o f t h e c o m m i t t e e on ”M u s ic i n
th e r u r a l
s c h o o l s , ” r e p r e s e n t i n g t h e M u s ic E d u c a t o r s 1 N a t i o n a l C o n feren ce,
i n 1938 o u t l i n e d t h e f o llo w in g re c o m m e n d a tio n s
1.
S ta te
su p e rv isio n .
2.
In a c tiv e
w ith r u r a l c h a irm e n , 3.
s t a t e m u sic e d u c a ti o n a s s o c i a t i o n o r c o m m itte e s.
C o u n ty s u p e r v i s i o n .
^ H e l e n H e f f e r n a n , lfM u s ic E d u c a t i o n i n R u r a l S c h o o l s i n C a l i f o r n i a , ” M u s ic E d u c a t o r s 1 N a t i o n a l C o n f e r e n c e Y e a r b o o k . 1 9 3 9 , p . "SiST"
24 4.
H ig h e r s t a n d a r d s f o r t r a i n i n g m u sic s u p e r v i
s o rs and c la ssro o m te a c h e r s . 5. d istric t,
P ro m o tio n o f r u r a l m u sic f e s t i v a l s
o f c o u n ty ,
and s t a te n a tu r e .
A t t h e p r e s e n t tim e t e n su p e rv iso rs.
It
is
s t a t e s h a v e s t a t e m u sic
e v i d e n t fro m a few r e p o r t s w h ic h h a v e
b e e n m ad e b y s t a t e m u s i c s u p e r v i s o r s
t o t h e M u s ic
E d u c a to r s 1 N a tio n a l C o n feren ce t h a t th e e le m e n ta ry c la ss ro o m te a c h e r s im m e d ia te p ro b le m .
in
se rv ic e
E d i t h M. K e l l e r ,
m u sic i n O h io , m akes th e f o l lo w in g
tra in in g is
sta te
o f th e
t h e i r m ost su p e rv iso r o f
s ta te m e n t;
O ur t e a c h i n g p ro g ra m h a s b e e n im p ro v ed b y r a i s i n g s ta n d a rd s o f te a c h e r p r e p a r a tio n and th e en fo rcem en t o f c e r t i f i c a t i o n re q u ire m e n ts . H e lp fu l c o u rs e s have been e s ta b lis h e d in our sum m er s c h o o l s a n d t e a c h e r s h a v e b e e n e n c o u r a g e d , a n d som e e v e n r e q u i r e d t o a t t e n d . In c o u n t y o r g a n i z a t i o n s we a d v i s e d t h e v i s i t a t i o n o f w o rk i n o t h e r s c h o o l s , p l a n n e d f o r d e m o n s t r a t i o n s , exchange p ro g ram s, c l i n i c s , and th e lik e . . . . C o u rses o f s tu d y and s ta n d a rd s have been p re p a re d w ith th e h e lp o f le a d e r s in v a rio u s p h a s e s o f m u sic e d u c a t i o n . T hese in c lu d e o u t l i n e s , l i s t s o f t e x t s , su p p le m e n ta ry m a t e r i a l s , re fe re n c e and l i b r a r y b o o k s .H A t th e b e g in n in g o f th e
sta te
s u p e r v i s o r y p rogram
i n M i s s o u r i , a c c o r d i n g t o a r e p o r t m ad e b y D e a n E . D o u g la s,
sta te
school c h ild re n
s u p e r v is o r o f m u sic ,
35 p e r c e n t o f r u r a l
d i d n o t h a v e an o p p o r t u n i t y t o
p a rtic ip a te
11 E d i t h M. K e l l e r , ^ P r o m o t i n g a S t a t e - w i d e M u s ic P r o g r a m , 11 M u s i c E d u c a t o r s 1 N a t i o n a l C o n f e r e n c e Y e a r b o o k , 1939, p . 199.
25 in a n y m u sic a t a l l . th o u sa n d c h ild r e n .
T h is r e p r e s e n t s m ore t h a n M r. D o u g l a s d e s c r i b e d
p ro ced u re in th e b u ild in g
se v e n ty
th e p la n o f
o f a s t a t e - w i d e m u sic p ro g ram
a s fo llo w s; We d e c i d e d o n a r u r a l s c h o o l s u p e r v i s o r y p r o g r a m w h i c h w o u l d so m e w h a t a s s u m e t h e p r o p o r tio n s o f te a c h e r tr a in in g . We h a d t o d e c i d e t h e e x t e n t t o w h i c h we c o u l d l o g i c a l l y c a r r y on t h i s p ro g ra m o f r u r a l s c h o o l m u s ic . S e v e ra l f a c t o r s e n t e r e d i n t o t h i s d e c i s i o n ; f o r e x a m p le , th e p o s s i b i l i t i e s o f se c u rin g tr a in e d s u p e rv is o rs , p a r t i c u l a r l y b e c a u s e o f th e tre m e n d o u s s h o r ta g e o f a d e q u a te ly p re p a re d te a c h e r s th ro u g h o u t o u r s e c tio n o f th e c o u n try ; th e p o s s i b i l i t i e s o f f i n a n c i n g t h e s e p r o g r a m s f o r w h ic h t h e r e w ere no p r o v is io n s f o r s t a t e a i d ; and th e d e v e lo p m e n t o f a p l a n t h a t w o u ld s e r v e t h e r e g u l a r l y em p lo y e d t e a c h e r in th e p r e s e n t a ti o n o f a pro g ram o f m u sic in h e r s c h o o l . T h e m e t h o d u s e d b y t h e c o u n t y s u p e r v i s o r s i n c a r r y i n g on t h e i r w ork i s
sy s te m a tic tr a in in g
t e a c h e r s ’ m e e tin g s.
o f th e te a c h e rs a t
M r. D o u g l a s s t a t e s
th a t th e y m eet
o n ce a m o n th , an d t h a t f a c u l t y m e e tin g s i n c l u d e a s s m a ll an a r e a a s p o s s i b l e ,
u s u a lly te n
to tw e lv e t e a c h e r s .
At
t h e s e m e e tin g s so n g m a t e r i a l s a r e p r e s e n t e d , m eth o d s o f p re s e n ta tio n o b se rv a tio n
are
t h e h o w , w h y , a n d w hen o f
song m a t e r i a l s a r e
o f s ta f f n o ta tio n
12
stu d ie d ,
stu d ie d ,
th e p re s e n ta tio n
and b e g in n in g re a d in g a re a ls o
stu d ie d ,
D e a n E . D o u g l a s , ” T h e E l e m e n t a r y M u s ic S u p e r v i s i o n P r o g r a m o f M i s s o u r i R u r a l S c h o o l s , " M u s ic E d u c a to rs ’ R a tio n a l C o n feren ce Y earbook, 1939, p . 196.
26 a n d p ro b le m s c o n c e r n i n g r h y th m , h arm o n y , m e lo d y a r e s o lv e d .13
M r. D o u g l a s c o n t i n u e s ,
T he s e c r e t o f t h e s u c c e s s o f t h e p r o g r a m l i e s th e f a c u l t y m e e tin g s. T hese te a c h e r s r e t u r n to t h e i r c la s s r o o m s f o r t i f i e d t o c a r r y on in t h e i r p ro g ram o f m u sic e d u c a t i o n .
in
A f t e r t h e f a c u l t y m e e tin g t h e s u p e r v i s o r m akes h e r v i s i t i n t o t h e c la s s r o o m once a m o n th , o r t w i c e a m o n th i f t i m e a l l o w s , b u t s e l d o m t a k e s o v e r th e r e i n s . T h e r e g u l a r t e a c h e r c a r r i e s on h e r w o r k j u s t a s s h e d o e s when t h e s u p e r v i s o r i s not th e re . W herever t h e r e i s a p ro b le m , w h e t h e r t h a t p r o b l e m e x i s t s am ong t h e c h i l d r e n o r w ith th e te a c h e r , i t i s th e d u ty o f th e s u p e r v i s o r t o a n a l y z e i t a n d m ake c o r r e c t i o n s . . . . w hen t h e s u p e r v i s o r s h a v e s t r a i g h t e n e d o u t t h a t p ro b lem , th e y a g a in r e t i r e and th e r e g u l a r t e a c h e r a s s u m e s c h a r g e . 14 The s i t u a t i o n L o u is ia n a i s
re g a rd in g r u r a l su p e rv isio n
o u t l i n e d b y L lo y d V. P u n c h e s s ,
sta te
in su p er
v i s o r o f m u sic . L o u is ia n a h a s a s t a t e s u p e r v is o r o f m u sic . M ost o f t h e r u r a l c h i l d r e n h a v e m u sic i n s t r u c t i o n a s p a r t o f t h e i r r e g u la r i n s t r u c t i o n a l program . The m u sic i s t a u g h t b y e l e m e n t a r y t e a c h e r s u n d e r t h e g u id a n c e o f a m u sic s p e c i a l i s t . . . . F ifty one o f th e s i x t y fo u r p a r is h e s o f th e s t a t e have m u sic s p e c i a l i s t s . The s t a t e f u r n i s h e s f r e e a l l m u sic t e x t s , • • • a n d a v a s t s e l e c t i o n o f l i b r a r y books. L o c a l b o a r d s f u r n i s h a l l e q u ip m e n t su c h a s p ia n o s , ph onographs, r a d io s , re c o rd in g s . New e l e m e n t a r y t e a c h e r s co m in g i n t o t h e s c h o o l s m u st h a v e tw e lv e s e m e s te r h o u r s f o r c e r t i f i c a t i o n , i n s e r v i c e t e a c h e r s a r e u rg e d to c o m p le te t h i s re q u ire m e n t by 1940. E x te n sio n c o u rs e s a r e
13 I b i d . , p . 14 L oo. c i t .
197
27 o ffe re d by ev ery te a c h e r tr a in in g th e s t a t e * ^ It
is
e v id e n t fro m th e r e p o r t s
in stitu tio n
in
fro m C a l i f o r n i a ,
O h io , M i s s o u r i , a n d L o u is ia n a t h a t m u sic t r a i n i n g f o r in -se rv ic e
e le m e n ta ry sc h o o l te a c h e r s i s
se rio u s c o n sid e ra tio n ,
and i s
b e in g g iv e n
one o f t h e m ost im p o r ta n t
p h a s e s i n t h e d e v e lo p m e n t o f m u sic i n
th e r u r a l s c h o o ls .
The s u p e r v i s o r i n a s m a ll s y s te m . s y s te m w here t h e le a st
s u p e r v is o r can v i s i t
I n a sm a ll
each te a c h e r a t
on ce a w eek t h e p ro b le m I s n o t d i f f i c u l t .
The
s u p e r v is o r can te a c h th e te a c h e r th ro u g h th e c h i l d r e n . B o th m eth o d s a n d s k i l l s
can be in tr o d u c e d in
t h i s w ay,
a n d w i t h so m e o u t s i d e h e l p a t e a c h e r c a n l e a r n e ss e n tia ls
f o r h e r Im m e d ia te n e e d s .
encou ragem en t o f th e s u p e r v is o r I t
th e
W ith t h e c o n s t a n t i s p o ss ib le
th a t
t e a c h e r s w i l l becom e e x p e r t I n h a n d l i n g t h e m u s ic o f t h e i r own c l a s s r o o m s . b e in g a b le
to see th e
th e te a c h in g , in
p e r i o d o f an e n t i r e
a u n iq u e a d v a n ta g e In
s u p e r v i s o r , who i s
and In tu r n
o rd e r to re c e iv e
a d v a n ta g e to
T h ere i s
to
an e x p e r t ,
te a c h f o r th e
do
su p e rv iso r
su g g e stio n s and c r itic is m s o v er a y e a r w ith th e
th e s u p e rv is o r I s
same c l a s s .
T he
in b e in g a b le to p la n f o r
15 L l o y d V. F u n c h e s s , R e p o r t o f C o m m i t te e o n R u r a l S c h o o l M u s ic P r o b l e m s , M u s i c E d u c a t o r s N a t i o n a l C o n f e r e n c e , 1& 39, p . 2 0 8 .
28 th e c o n tin u e d g ro w th o f th e t e a c h e r o v e r a p e r i o d o f y e a rs* The g r a t i f y i n g tra in in g
are
re s u lts
of th is
ty p e o f te a c h e r
e v i d e n t i n m any s m a l l s c h o o l s y s te m s i n t h e
m id d le w e st and p a r t s
o f t h e so u th *
The s u p e r v i s o r i s
u s u a l l y i n c h a r g e o f t h e v o c a l m u sic i n
th e h ig h sc h o o l,
w here s h e r e a p s t h e r e w a r d s f o r h e r e f f o r t s w i t h t h e te a c h e r s in th e e le m e n ta ry s c h o o l. The s u p e r v i s o r i n a l a r g e s y s te m . th e
s u p e rv is o r in
th e la r g e c i t y
T e a c h e r-tra in in g as a p o rtio n
The p ro b le m o f
s y s te m i s n o t so s i m p l e .
o f su p e rv isio n
n e c e s s a r il y to o g e n e r a l to c o r r e c t
in d iv id u a l w eaknesses.
The s u p e r v i s o r ’ s a d m i n i s t r a t i v e d u t i e s a r e a llo w
t i m e f o r m u ch a t t e n t i o n
is
to o g r e a t to
to t h e p ro b le m s a n d n e e d s
o f th e i n d i v i d u a l t e a c h e r s , h e n c e d e v i c e s w h ic h a r e im p e rso n a l a r e c u s to m a rily u s e d .
A tte n d a n c e a t m e e tin g s,
m im e o g ra p h e d b u l l e t i n s w i t h t e a c h i n g o f p ro ced u res,
a l l a re v a lu a b le a id s ,
s u f f ic ie n t h e lp to
su g g e stio n s,
o u tlin e s
b u t w i l l r a r e l y g iv e
t h e t e a c h e r who d o e s n o t h a v e a t h o r
ou g h b a c k g ro u n d o f m u s i c a l k n o w le d g e a n d s k i l l s . S i n c e few c i t i e s ,
even w ith h ig h s ta n d a r d s f o r
s e l e c t i o n o f t e a c h e r s , m ake a n y d e f i n i t e m u sic a l tr a in in g
t h e r e re m a in s a c o n s id e r a b le p r o p o r tio n
o f th e e le m e n ta ry te a c h e r s in q u a lifie d
re q u ire m e n ts f o r
to te a c h m u sic .
c ity
sc h o o ls th a t a re n o t
O f t e n a d j u s t m e n t s a r e m ade b y
29
a l l o w i n g a t e a c h e r o f a n o t h e r g r a d e who i s t e a c h i n g m u sic t o w eaker te a c h e r .
t a k e o v e r t h e m u sic l e s s o n f o r t h e T h is i s no s o l u tio n
m u sic a s an i s o l a t e d u n r e la te d to th e
s u b je c t in
to
th e p ro b lem , f o r
th e e le m e n ta ry g r a d e s ,
e x p e rie n c e s and a c t i v i t i e s
o f t h e d a y 1s w o rk , m u sic a l s k i l l s
s u c c e s s fu l in
is
robbed o f i t s
o f th e
rest
h ig h e s t v a lu e .
The
an d k n o w le d g es n e c e s s a r y t o an e le m e n ta r y
t e a c h e r c a n b e a c q u i r e d b y a n y a d u l t who i s n o t p h y s i c a l l y h a n d ic a p p e d i f
th e a t t i t u d e
p l a c e o f m u sic in t h e v iso r^
is
sy m p a th e tic to w a rd th e
e d u c a tio n a l p ro g ram .
re s p o n sib ility is
The s u p e r
to p o in t o u t o r h e lp to p ro v id e
s o u r c e s fro m w h ic h t h e t e a c h e r can r e c e i v e t h e
tra in in g
sh e n e e d s , and o f f e r s y m p a th e tic en co u rag em en t w h ile is
she
w o rk in g to w a rd t h i s a c c o m p lis h m e n t. One o f t h e f i r s t d u t i e s o f t h e
la rg e
c ity ,
th e s ta tu s
in h e r f u n c tio n
of research ,
o f th e m u sic a l a b i l i t y o f th e
ro o m t e a c h e r s ,
is
to d isc o v e r
in d iv id u a l c la s s
and th en s e t o u t to p ro v id e o p p o r tu n iti e s
f o r i m p r o v i n g t h o s e who a r e te a c h e rs
s u p e rv is o r in a
w eak, an d a s s i s t i n g
a ll
i n d i s c o v e r i n g im p ro v e d m eth o d s o f i n s t r u c t i o n
and m a te r ia ls f o r i n s t r u c t i o n a l a id .
If6 u i d a n c e i n c l u d e s
such g e n e ra l h e lp s in th e u p b u ild in g o f th e p r a c t i c a l e f f i c i e n c y and t h e m o ra le o f th e te a c h e r a s a c r i t i c
30 t e a c h e r w o u ld g i v e a c a d e t t e a c h e r * S u p e rv is io n sh o u ld he p h ilo s o p h ic , c re a tiv e ,
sc ie n tific *
M u s ic s u p e r v i s i o n ,
c o -o p e ra tiv e , in
its
fu n c tio n
o f te a c h e r t r a i n i n g , m ust o b se rv e a l l o f th e s e p r i n c i p l e s f o r th e f i n a l a tta in m e n t o f th e e d u c a tio n
in th e p u b lic
sc h o o ls*
o f m u sic i n D e t r o i t , m akes t h i s
o b j e c t i v e s o f m u sic F o w le r S m ith ,
su p e rv iso r
sta te m e n t;
C re a tiv e s u p e rv isio n im p lie s o p p o rtu n ity f o r g ro w th * I t sh a re s r e s p o n s i b i l i t y w ith th o se b e in g le d * I t s e t s up s i t u a t i o n s t h a t d e v e lo p i n d i v i d u a l i n i t i a t i v e and p r o f e s s i o n a l g ro w th . • * . The s u p e r v i s e d b eco m es t h e s u p e r v i s o r w hen t h e a t t e n t i o n I s t u r n e d f r o m t h e t e a c h e r to th e le a rn in g s itu a tio n * Ih en th e fo cu s i s upon th e c h i l d , h i s i n t e r e s t , h i s a c h ie v e m e n t, th e s u p e rv is o r and te a c h e r j o i n t l y e v a lu a te m eth o d s a n d r e s u l t s i m p e r s o n a ll y . They a c c e p t th e s c i e n t i f i c a t t i t u d e . . . * E d u c a tio n a l le a d e r s h ip w il l be d ir e c te d to th e a tta in m e n t o f p u p il g r o w th t h r o u g h t e a c h e r g ro w th * I n D e t r o i t s u p e rv is io n i s a d e m o c ra tic and c o o p e ra tiv e u n d e rta k in g o f a d m in is tr a tiv e h ead , d ir e c to r o f in s tr u c tio n , su p e rv iso r, p rin c ip a ls , t e a c h e r s , d i r e c t e d to w a rd p u p i l g ro w th th ro u g h g ro w th o f t e a c h e r s , p r i n c i p a l s , s u p e r v i s o r s . 1 7 R u s s e l l V* M o r g a n , O h io , d i s c u s s e s
s u p e r v i s o r o f m u sic in C le v e la n d ,
th e p la n o f s u p e rv is io n
in
th a t c ity *
The C le v e la n d p ro g ra m o f s u p e r v i s i o n i m p l i e s a g r o u p o f i n d i v i d u a l s , e a c h a n e x p e r t i n some
M u sic E d u c a to r s * C o u n c il B u l l e t i n , No. 1 8 .
N a tio n a l C o n feren ce, R esearch
^ F o w le r S m i t h , " C o - o p e r a t i v e S u p e r v i s i o n , " M u sic E d u c a t o r s * N a t i o n a l C o n f e r e n c e Y e a r b o o k , 1 9 3 6 , p . 86*
31 p h a se o f m u sic e d u c a tio n * • . • I m p li e s c o n s t a n t e x p e rim e n ta tio n , p r e s e n ta tio n o f o u ts ta n d in g le sso n s under th e b e s t p o s s ib le c o n d itio n s , as m o d els f o r t h e t e a c h i n g s t a f f , an d a b o v e a l l , i t h o ld s up th e p la n o f c o - o p e r a t i o n b e tw e e n t e a c h e r an d s u p e r v i s o r , c o m b in in g t h e t h i n k i n g pow er o f m any g o o d m in d s i n f a c i n g p ro b le m s i n m u s ic e d u c a t i o n .1 8 L o u i s W oodson C u r t i s ,
s u p e r v i s o r o f m u sic i n
Los A n g e le s , h a s , f o r t h e p u rp o s e o f d i r e c t i n g g ro w th o f th e t e a c h e r s i n program o f te a c h e rs * v is ita tio n . th e
se rv ic e ,
m e e tin g s,
th e m u sic a l
s e t u p a c o m p re h e n siv e
in stitu te s ,
w o rk sh o p s, and
C e r ta in m e e tin g s a r e h e ld f o r te a c h e r s
sam e g r a d e ,
in
som e a r e f o r t e a c h e r s w i t h t h e sam e
s u b je c t m a tte r i n t e r e s t . m e e tin g s * * o n l y i n
I n s t i t u t e s d i f f e r f r o m **t e a c h e r s *
t h a t c r e d i t i s g iv e n f o r a tte n d a n c e .
I*hey a r e h e l d f o r t h e p u r p o s e o f a c q u a i n t i n g t e a c h e r s w i t h new m a t e r i a l s .
A re q u ire m e n t o f a l l
te a c h e rs
I s a m e e tin g
f o r e a c h g r a d e i n w h ic h t h e w o rk e x p e c t e d — an o v e rv ie w o f th e y e a r— I s p re s e n te d . d u rin g th e y e a r:
(1 )
S ix e le c tiv e
l e s s o n s on c o n d u c t i n g ,
te c h n iq u e f o r e le m e n ta ry g ra d e s , f o r p rim a ry g ra d e s ,
co u rses a re o ffe re d
(4 )
(3 )
(2)
lis te n in g
ch o ral a c tiv itie s
s e r i e s o f l e s s o n s on f o l k a n d a r t
m u sic In th e U n ite d S t a t e s ,
(5 )
s e r i e s o f l e s s o n s on m u sic
i n L a t i n A m e ric a , a n d (6 ) m u sic in t h e n a t i o n a l e f f o r t , p r o c e d u r e s i n o r g a n i z i n g c o m m u n i ty s i n g i n g .
W o rk s h o p s a r e
R u s s e l l ¥ . M o r g a n , f,T h e F l a n o f S u p e r v i s i n g M u s ic I n C l e v e l a n d , 11 M u s ic E d u c a t o r s * N a t i o n a l C o n f e r e n c e Y earb o o k . 1936, p . 7 0 .
32 h e ld
f o r t e a c h e r s who a r e
fu n d a m e n ta l s k i l l s
in te re s te d
in m u sic , o r g ro u p s d e s i r i n g
t h e i r k n o w le d g e o f m u s ic l i t e r a t u r e , in stru c tio n
in
o r g ro u p s w a n tin g
th e c la ss ro o m .
V isita tio n
is
en co u rag ed ,
c a n h e a r r a n g e d f o r i n d i v i d u a l room t e a c h e r s
see a s p e c ific
fa c ilitie s
to
d e m o n s tra tio n u n d e r s u p e r v is io n .
The s u p e r v i s o r i n a l a r g e
c i t y h a s command o f m a n y
f o r p ro v id in g s u p e r io r a d v a n ta g e s to te a c h e r s
f o r m u sic a l t r a i n i n g . lim ite d
to in c re a s e
te a c h in g d e v ic e s and s k i l l in d e v e lo p in g
c r e a t i v e m u sic i n and i t
in im p ro v in g t h e i r
The s u c c e s s o f t h e u n d e r t a k i n g i s
o n ly by th e a b i l i t y o f th e
su p e rv iso r to
s e t in to
m o tio n a n d c a r r y o u t p l a n s f o r t h i s a c c o m p lis h m e n t. III.
SUMMER STUDY, AN AGENCY FOR
IN-SERV ICE TEACHER TRAINING T h e sum m er s c h o o l s o f t h e c o l l e g e s a n d u n i v e r s i t i e s o f t h e c o u n t r y w o u l d se e m d e s e r t e d i f te a c h e rs e n ro lle d .
t h e r e w ere no
Jam es C re e s e p o i n t s o u t t h a t i n
s i x t y p e r c e n t o f th e e n ro llm e n t o f th e o u r c o u n t r y w ere t e a c h e r s . p e rc e n ta g e a re v a r ie d .
f o r p r o f e s s i o n a l im p ro v e m e n t,
sum m er s c h o o l s o f
reaso n s fo r th is
Some g o t o
1931
la rg e
sum m er s c h o o l p u r e l y
some t o f u l f i l l
c e rtific a tio n
Ja m e s C r e e s e , The E x t e n s i o n o f U n i v e r s i t y T e a c h i n g (New Y o r k i A m e r i c a n A s s o c i a t i o n f o r A d u l t E d u c a t i o n , 1 9 4 1 ), p . 109.
33 re q u ire m e n ts ,
o r to add c r e d i t s f o r
W h a te v e r th e p u rp o s e f o r e n r o l l i n g , th e
sa la ry in c re a se s. th e te a c h e r fin d s in
sum m er s c h o o l a s o u r c e o f l e a r n i n g ,
and m u sic c o u r s e s
sh o u ld be o f f e r e d w ith c o n te n t p lan n e d to m eet h e r sp e c ific needs. sk ills ,
C o u rse s w h ic h d e a l w ith s u b j e c t m a t t e r ,
an d m e th o d s w ith o p p o r t u n i t i e s f o r o b s e r v a t i o n i n
a d e m o n s tra tio n
s c h o o l w o u ld s e r v e
f o r b a s ic m u sic a l tr a in in g
to p ro v id e
th e m eans
f o r th e e le m e n ta ry te a c h e r s .
C o u rs e s in m u s ic , a s w e ll a s i n o t h e r s u b j e c t s , w h ic h a r e p ra c tic a l,
th o s e w h ic h h a v e d i r e c t a p p l i c a t i o n
o f th e te a c h e r in * s e rv ic e a re a re w illin g
t o m ake s a c r i f i c e s
th e m ost p o p u la r . to a tte n d
t o t h e w ork T each ers
sum m er s c h o o l
w hen c o u r s e s o f f e r e d s a t i s f y t h e i r own c o n s c i o u s n e e d s . T h e re a r e a l s o m any b y - p r o d u c t s o f m u s ic e d u c a ti o n p o ss ib le p a tio n
fo r th e
sum m er s c h o o l s t u d e n t ,
in th e c o lle g e c h o ru s,
such a s p a r t i c i
o p p o rtu n itie s to h e ar
c o n c e r t s , t h e u s e o f t h e l i b r a r y o f r e c o r d i n g s w h ic h m o st c o lle g e s h a v e , and o th e r c u l t u r a l m u sic a l a d v a n ta g e s . IV . T h is i s is
FOLLOW-UP WORK
a ty p e o f in - s e r v ic e
u s e d b y o n ly a few i n s t i t u t i o n s ,
t e a c h e r t r a i n i n g w h ich and a s a m eans o f
im p ro v e m e n t i n m u s ic p r a c t i c a l l y n o t h i n g i s
on r e c o r d .
E f f i e G. B a t h u r s t su m m arizes t h e a c t i v i t i e s
o f th e i n s t i
t u t i o n s c a r r y i n g on f o l l o w - u p w o r k a s f o l l o w s :
34 1. V is itin g g r a d u a te s , in c lu d in g a d v ic e to g r a d u a t e s v i s i t e d ; a n s w e r i n g t h e g r a d u a t e s * own q u e s tio n s a b o u t t h e i r w ork; c o n fe re n c e w ith s u p e r in te n d e n ts ; group c o n fe re n c e s w ith g r a d u a te s v i s i t e d ; d e m o n s tra tio n te a c h in g . 2. U se o f i d e a s i n t h e f o l l o w i n g w a y s t o im prove p r e - s e r v ic e tr a in in g s O ra l r e p o r ts to s t a f f g ro u p s; w ritte n r e p o r ts f o r u se by in d i v i d u a l m e m b e rs o f t h e s t a f f ; d i s c u s s i o n w i t h o t h e r s t a f f m em bers. 3. C hanges i n v isitin g .
c u rric u la as a r e s u lt o f
4. E d u c a tio n a l c o n fe re n c e s o r ro u n d ta b l e s a t w h ic h a lu m n i i n t h e f i e l d m ay d i s c u s s t h e i r te a c h in g p ro b le m s. 5. C o rre s p o n d e n c e w i t h a lu m n i i n th e w ay o f c ir c u la r l e t t e r s g iv in g te a c h in g s u g g e s tio n s , an sw ers to i n q u i r i e s , b u l l e t i n s e r v ic e w ith te a c h in g s u g g e s tio n s - g ra d u a te s* r e tu r n v i s i t s to th e i n s t i t u t i o n . ^ The f o l l o w i n g v a l u e s r e a l i z e d t h r o u g h t h e are
se rv ic e
s u m m a r iz e d * 1. A d ju s tm e n t an d im p ro v em en t o f t r a i n i n g c o u rs e s to m eet th e n e ed s o f th e s t a t e . 2. I n c r e a s i n g im p ro v em en t i n g r a d u a t e te a c h in g . 3. C lo s e r c o n t a c t s b e tw e e n g r a d u a t e s an d In s titu tio n s. 4.
H e lp t o
t h e s c h o o ls i n w h ic h g r a d u a t e s t e a c h .
5. G o o d w ill a n d c o o p e r a t i o n o f c o u n ty s u p e r in te n d e n ts .^
20 E f fi© q 9 B a t h u r s t , A T e a c h e r s * C o l le g e F o llo w u p S e r v i c e (New Y o r k ; T e a c h e r s * C o l l e g e , C o l u m b i a U n iv e r s ity , 19 3 1 ), p . 9. ^
Loc.
c it.
35 On t h e b a s i s o f t h e a c t i v i t i e s th e re a re
and v a lu e s l i s t e d
o b v io u s a d v a n ta g e s in u s in g
t h i s ty p e o f s e r v ic e
a s a m eans o f s u p p le m e n tin g an d c o n t i n u i n g tra in in g
r e la te d to th e
The l i m i t a t i o n s
sp e c ia liz e d f ie ld
im p r a c tic a l in m ost s i t u a t i o n s . o n ly re c e iv e v isitin g
th e m u sic a l
o f t e a c h e r s in u n - s u p e r v is e d a r e a s ,
in r u r a l sc h o o ls.
above,
to
p a rtic u la rly
f o llo w - u p w ork, a s
o f m u s i c , m ak e i t At b e st,
th e t e a c h e r can
s u g g e s t i o n s , b u t t h e u n d e r s t a n d i n g w h ic h t h e
i n s t r u c t o r h a s o f th e p re v io u s t r a i n i n g and
g e n e r a l , a s w e l l a s m u s i c a l , b a c k g r o u n d w i l l m ake t h e s u g g e s t i o n s m ore p o i n t e d a n d c o n c r e t e g e t fro m o t h e r s o u r c e s . f o l l o w - u p w o rk i s
th a n th o s e she c o u ld
N ot th e l e a s t v a lu e o f th e
th e f i r s t one l i s t e d
im p ro v e m e n t o f t r a i n i n g th e m u sic a l t r a i n in g
co u rses,
a b o v e , n a m e ly , t h e
f o r th e s e rio u s need f o r
o f th e te a c h e r in -s e rv ic e w ill n e v e r
be le s s e n e d u n t i l a d e q u a te t r a i n in g
is
p ro v id e d b e fo re
g ra d u a tio n . V. P u rp o ses. m e e tin g s a r e c ie n c y ,
(2)
(1)
TEACHERS* MEETINGS
The g e n e r a l p u rp o s e s o f te a c h e rs * to d e v e lo p te a c h e r s
to g r e a te r e f f i
t o b r i n g a c l o s e r u n d e r s t a n d i n g b e tv /e e n t h e
te a c h e r s th e m se lv e s,
an d b e tw e e n t h e a d m i n i s t r a t i v e and
s u p e rv is o ry s t a f f and th e te a c h e rs .
The te a c h e r s *
m e e tin g
m ay b e u s e d b y t h e m u s i c s u p e r v i s o r a s a n a g e n c y f o r
36 d e v e lo p in g th e m u s ic a l a b i l i t i e s On t h e w h o l e t h i s
ty p e o f tr a in in g
m eth o d s o f i n s t r u c t i o n , stra tio n
i s d i r e c t e d to w a rd
stu d y o f m a te ria ls ,
a n d dem on
l e s s o n s w i t h o c c a s i o n a l e m p h a s i s on t h e e n r i c h
m ent o f th e c u l t u r a l l i f e d e v e lo p m e n t o f s k i l l s m u sic
o f th e g rad e te a c h e r s .
o f th e te a c h e r,
r a t h e r th a n
an d t h e o r e t i c a l k n o w le d g e .
on
The
s u p e r v i s o r who p l a n s o v e r a p e r i o d o f y e a r s f o r
t e a c h e r im p ro v e m e n t h a s l i m i t l e s s a d v a n t a g e s i n o f tea ch e rs*
m e e tin g s.
The v a r i e t y o f a p p r o a c h e s w h ic h
m ay b e u s e d e l i m i n a t e s t h e d a n g e r o f b o re d o m , m ay b e a w id e r a n g e o f m u s i c a l a b i l i t i e s w h ic h m e e t t o g e t h e r . a n d w hen t e a c h e r s *
th e use
th o u g h t h e r e
in th e g ro u p s
M u s ic i n a n y f o r m i s
an e x p e r ie n c e ,
m e e tin g s a r e p la n n e d so t h a t e a c h
e x p e r ie n c e i s d i r e c t e d to w a rd g ro w th and d e v e lo p m e n t, w h e th e r i t be p r o f e s s io n a l o r p e rs o n a l,
v ita l b e n e fits
are assu red . L ead ers.
In u n su p e rv is e d a r e a s te a c h e rs*
m e e tin g s
f o r th e p u rp o se o f p ro v id in g o p p o r tu n ity f o r m u s ic a l t r a i n i n g m ay b e s p o n s o r e d b y l o c a l t e a c h e r s * L e a d e r s f o r t h e m e e t i n g s m ay b e ; by c o lle g e ,
(2 )
t h e c o m m u n ity , w hose w ork i s
a sso c ia tio n s .
(1 ) a t e a c h e r fro m a n e a r
som e s p e c i a l l y t r a i n e d m u s i c i a n (3)
o n e o r m ore t e a c h e r s
liv in g
in
fro m t h e g ro u p
w o rth y o f th e r e s p e c t o f th e e n t i r e g ro u p .
(In an y e x c e p t th e d e m o n s tra tio n p la n m ig h t b e d a n g e r o u s .)
ty p e o f m e e tin g ,
th is
37 P r i n c i p a l s a n d s u p e r i n t e n d e n t s who a r e i n t e r e s t e d in
t h e p r o f e s s i o n a l g ro w th o f t h e i r t e a c h e r s m ig h t w e ll
c o n s id e r th e p o s s i b i l i t i e s
o f th e t e a c h e r s 1 m e e tin g s f o r
th e p urpose o f m u sic a l t r a i n i n g ,
a n d im p ro v e m e n t o f m u sic
te a c h in g * M u s ic on g e n e r a l t e a c h e r s 1 p r o g r a m s *
M u s ic
sh o u ld
b e g i v e n a n i m p o r t a n t p l a c e on t h e g e n e r a l p r o g r a m s o f lo c a l and s t a t e
t e a c h e r s 1 m e e tin g s , f o r th e p rim a ry
b e n e f it o f th e te a c h e rs in
th e e le m e n ta ry sc h o o ls*
S in g in g w ith a l a r g e g roup u n d e r an i n s p i r a t i o n a l le a d e r i s v a lu a b le
to te a c h e r s a s w e ll a s to
th a t te a c h e rs
s h o u l d know p a t r i o t i c
s tu d e n ts *
songs, fo lk
The i d e a songs,
t r a d i t i o n a l s o n g s , a n d e v e n som e “ p o p u la r* * s o n g s i s good one*
M iy n o t u s e t h e m w hen t e a c h e r s m e e t t o g e t h e r
o u t s i d e th e c la s s ro o m ?
P le a s u ra b le m u sic a l e x p e rie n c e s
fo r te a c h e rs a re as d e s ira b le e d u c a tio n a s in
in th e
schem e o f t e a c h e r -
p u p il-e d u c a tio n . V I.
INSTITUTES
One o f t h e o l d e s t a g e n c i e s f o r i n - s e r v i c e is
a
th e T e a c h e rs1 I n s titu te *
tra in in g
C h a r le s R u s s e l l q u o te s fro m
t h e f i r s t r e p o r t o f H enry B a r n a r d , S t a t e S u p e r in te n d e n t o f Common S c h o o l s i n th e f i r s t T eachers*
C o n n e c tic u t, d a te d 1850, In stitu te .
c o n c e rn in g
38 The o b j e c t a n d l e g i t i m a t e s c o p e o f t h e s e m e e ti n g s m u st b e , n o t t o becom e a s u b s t i t u t e f o r th e p a t i e n t , th o ro u g h , and p r o tr a c te d stu d y w h ic h m a s t e r s h i p o f a n y b r a n c h o f k n o w led g e r e q u i r e s - n o r y e t f o r t h e p r a c t i c a l d r i l l i n g w h ic h a w e ll c o n d u c te d n o rm al sc h o o l a lo n e can g iv e - b u t to r e f r e s h th e r e c o lle c tio n o f p r in c ip le s a lre a d y a c q u i r e d , a n d t o c o m m u n ic a te h i n t s a n d s u g g e s t i o n s t o a i d i n s e l f im p ro v em en t fro m w is e an d e x p e r ie n c e d i n s t r u c t o r s - to so lv e th e d i f f i c u l t i e s and d o u b ts o f th e in e x p e r ie n c e d - and t o k in d le t h r o u g h t h e sy m p a th y o f n u m b e rs , e n g a g e d in t h e sa m e p u r s u i t s , t h e a s p i r a t i o n s o f a t r u e p ro fe ssio n a l fe e lin g . B ecause o f th e n a tu re o f th e I n s t i t u t e
it is
e s p e c i a l l y s u i t a b l e a s a m eans o f c o n v e y in g m u s ic a l e d u c a tio n
to te a c h e r s .
H en ry B arnard* s s ta te m e n t o f t h e
p u r p o s e m ay w e l l b e u s e d t o
s u i t th e p re s e n t n e ed , new er
p r o c e d u r e s m ake a d i f f e r e n t p i c t u r e s h o rt p e rio d s o f c o n c e n tra te d m u sic a l t r a i n in g
o f th e r e s u lts *
T hose
s tu d y can be packed w ith
on w h i c h t e a c h e r s c a n b a s e m a n y m o n t h s
o f te a c h in g id e a s . In th e f a l l
som e s t a t e s ju s t b efo re
In stitu te s
th e o p e n in g o f t h e s c h o o l te rm ,
d u rin g th e
su m m e r.
i s h e ld in
each o f th e
sta te
a re h e ld r e g u la r ly
sta te
te a c h e rs*
so m e tim e d u r i n g t h e
c o v e rs a w eek, and i s
pp
or
I n L o u is ia n a a s p e c i a l m u sic I n s t i t u t e
u n iv e r s ity under th e d ir e c tio n
v i s o r o f m u sic ,
in
K u s s e ll,c i t . .
o f th e s ta te su m m e r.
a tte n d e d by th e
p . 2.
c o lle g e s and th e
It
su p er
u su a lly
te a c h e rs e n ro lle d
39 in
sum m er s c h o o l a s w e l l a s a n y o t h e r e l e m e n t a r y t e a c h e r s
and s u p e rv is o rs in th e v i c i n i t y ,
A tte n d a n c e i s
The e m p h a s is i s u s u a l l y on t h e p r e s e n t a t i o n a n d on t r a i n i n g
of m a te ria ls ,
th e te a c h e r s by a c tiv e p a r t i c i p a t i o n
t h e m u s i c a l e x p e r i e n c e s w h i c h t h e y m ay l a t e r th e c h ild re n p u rp o se i s
in
in
t h e i r own c l a s s r o o m s .
to b rin g
and e x p e rie n c e s
in tro d u c e
to
The im m e d ia te
i n m u sic w h ic h h a v e a d i r e c t a p p l i c a t i o n
t h e i r te a c h in g s itu a tio n s . THE WORKSHOP
Among t h e n e w e s t a g e n c i e s f o r i n - s e r v i c e tra in in g
is
th e w o rksh op .
T h is i s
s o lu tio n
to
som e s p e c i f i c
te a c h e r
an o r g a n iz e d o p p o r tu n
f o r te a c h e r s to g ro u p th e m se lv e s to g e th e r in
o f th e is
in
to th e te a c h e rs p r a c tic a l su g g e stio n s
V II.
ity
v o lu n ta ry .
p ro b lem .
search
The w o rk sh o p
p r i m a r i l y f o r e x p e r i e n c e d t e a c h e r s w h o se n e e d s a r e
re la te d
t o p ro b le m s su c h a s i n t e g r a t i o n
g a th e rin g
o f new m a t e r i a l s ,
w ays o f t e a c h i n g . g iv e s i t
of su b je c t m a tte r,
d i s c o v e r i n g a n d e x p l o r i n g n ew
The f l e x i b l e n a t u r e o f t h e w o rk sh o p
u n iq u e v a lu e .
Two w e e k s o r tw o m o n t h s m ay b e
n e e d e d i n w h ic h t o r e a c h a g o a l s e t up b y t h e t e a c h e r g ro u p .
S e v e r a l e x p e r t s m ay b e c a l l e d
d i f f e r e n t p h a se s o f th e p ro b lem , chosen to d i r e c t
th e w ork.
in
to h e lp w ith
o r o n e p e r s o n m ay b e
A g r o u p o f t e a c h e r s m ay g o t o
a c e n t e r w here p e r s o n n e l an d r e s o u r c e s a r e a v a i l a b l e
fo r
40 fa c ilita tin g
th e
stu d y o f a s p e c if ic
p ro b le m ,
o r t h e y m ay
n e e d n o t h i n g m ore t h a n a u n i t e d a n d c o n c e n t r a t e d e f f o r t w ith an e x p e r t l e a d e r ,
A w o r k s h o p m ay b e t h e d e m a n d o f a
g r o u p o f t e a c h e r s w i t h i n a s i n g l e s c h o o l who h a v e a common i n t e r e s t o r p ro b le m , te a c h e rs o f th e in te re s te d
o r i t m ay b e a g r o u p m a d e u p o f
sam e g r a d e i n m a n y s c h o o l s who a r e
in a p ro b lem p e c u l i a r t o
T h ere i s w h ic h g i v e s i t
freedo m o f a c t i v i t y
th a t g rad e. in
t h e w o rkshop p la n
a d v a n ta g e o v e r th e fo rm a l c la ss ro o m
p ro ced u res c h a r a c te r is tic te a c h e r tr a in in g .
o f m ost fo rm s o f i n - s e r v i c e
The dem ands upon t h e s t a f f c h o s e n t o
d i r e c t a w orksho p a r e g r e a t e r th a n th o s e o f a r e g u l a r c la ss ro o m l e c t u r e r .
The o b j e c t i v e a c t i v i t i e s
p e rm e a tin g
t h e p ro g ram o f t h e w o rk sh o p p r o h i b i t th e u s e o f r o u t i n e m e th o d s,
j u s t a s p ro c e d u re s in a m odem
e le m e n ta ry sc h o o l
r o o m a r e n o l o n g e r b a s e d on t h e r e c i t a t i o n
o f le sso n s
l e a r n e d fro m a t e x t b o o k . C o n c e r n i n g t h e Sum m er W o r k s h o p h e l d
fo r p u b lic
s c h o o l t e a c h e r s i n L os A n g e le s from J u l y 2 t o A u g u s t 1 , 1 9 4 1 , A r th u r G o u ld , d e p u ty s u p e r i n t e n d e n t o f c i t y
sc h o o ls,
w rite s: T h rou gh ou t th e s c h o o ls o f th e c o u n tr y a g r e a t d e a l o f a t t e n t i o n i s b e in g g iv e n to th e im p o rta n c e o f c o n tin u e d g ro w th o f t e a c h e r s w h ile th e y a r e engaged in t h e i r p r o f e s s io n a l a c t i v i t i e s . T h is i s e s p e c i a l l y im p o r ta n t in a c i t y l i k e Los A n g e le s w h ere t h e t e a c h i n g f o r c e i s r a t h e r s t a b l e a n d w h ere v e r y f e w t e a c h e r s a r e now b e i n g t a k e n i n t o t h e
41 s c h o o l sy ste m s b e c a u s e e n r o llm e n t i s n o t i n c r e a s in g . . . . O p p o rtu n itie s th a t cannot be c re a te d d u r i n g t h e p r e s s a n d w ork o f t h e s c h o o l y e a r c a n a n d do becom e a v a i l a b l e i n a w o rk sh o p s i t u a t i o n w h e re t h e r e i s m ore o p p o r t u n i t y f o r t h o u g h t f u l an d c o n tin u e d a t t a c k upon p ro b le m s t h a t a r e c o n tin u a lly a r is in g in th e e d u c a tio n a l changes t h a t a r e p r e s s in g in upon u s th e s e d a y s . It is a l w a y s w e l l t o k e e p i n m in d t h a t p a r t i c i p a t i o n i n t h e L os A n g e le s C i t y W o rk sh o p s h a s b e e n e n tir e ly v o lu n ta ry . The l a r g e a t t e n d a n c e u n d e r t h e s e c i r c u m s t a n c e s i n d i c a t e s tw o t h i n g s : f i r s t , th e v e ry keen r e a l i z a t i o n o f th e p r o f e s s io n a l s t a f f t h a t t h e r e a r e p ro b lem s t h a t th e y n e e d to a t t a c k , and s e c o n d ly , th e v e r y h ig h ly p r o f e s s i o n a l a t t i t u d e w h i c h i n d u c e s th e m t o g i v e w e e k s o f t h e i r own v a c a t i o n t i m e t o a c t i v i t i e s w h i c h t h e y f i n d p ro fita b le . I t i s u n d o u b te d ly tr u e t h a t th e w orkshop p la n o f p r o f e s s i o n a l g ro w th i s h e r e to s t a y f o r a c o n s id e ra b le tim e . . . . C e rta in ly t h e s i t u a t i o n a t t h e W o rk sh o p s h a s b e e n so d e m o c r a t i c t h a t a l l s u g g e s t i o n s f o r im p ro v e m e n t and m o d ific a tio n have th e f u l l e s t h e a rin g and c o n sid e ra tio n . I t i s o n ly a s t h i s p r a c tic e i s c o n t i n u e d t h a t p l a n s c a n b e m ade t o m e e t i n a v e ry r e a l sense th e needs th a t te a c h e rs f e e l f o r t h e i r g ro w th . T h e M u s ic I n t e r e s t F i e l d o f t h e L o s A n g e l e s Sum m er W o rk sh o p f o r 1 941 i n c l u d e d f o u r t e e n g r o u p s w i t h a n a p p ro x im a te in te re s ts
t o t a l o f 315 e n r o l l m e n t s .
stu d ie d a re
In d ic a te d in
th is
T he v a r i e t y o f p a rtia l lis t:
O ne g r o u p r e q u e s t e d g u i d a n c e i n t h e a p p r o a c h t o an d p ro c e d u re to b e fo llo w e d In to
t e a c h in g c r e a t i v e m u sic
e le m e n ta ry p u p ils . Two g r o u p s c h o s e t o
lis te n
to re c o rd in g s o f th e
A r t h u r G o u l d , I n t r o d u c t i o n , R e p o r t o f Summe r W o rk sh o p . U n p u b l i s h e d r e p o r t , L o s A n g e l e s C ilfy B c h o o T s , O ffic e o f th e S u p e rin te n d e n t, 1941, p. 2.
42 s y m p h o n i c m u s i c " b ein g p l a y e d a t t h e H o l l y w o o d B o w l. P o u r g ro u p s fro m th e
six
e le m e n ta ry g ra d e s w ish e d
t o b e c o m e a c q u a i n t e d w i t h n ew s o n g l i t e r a t u r e
and
r e c o r d e d m u sic a p p r o p r i a t e t o t h e i r g r a d e l e v e l s , m e th o d s,
s k ills
and d e v ic e s f o r p re s e n tin g
One g r o u p w i s h e d t o th e p ia n o f o r rh y th m w ork,
im p ro v e t h e i r
and
th e se m a te ria ls .
sk ill
in p la y in g
so n g a c c o m p a n im e n ts , a s s e m b ly
a n d c o m m u n ity s i n g i n g . ^ 4 W o rk sh o p s f o r e l e m e n t a r y t e a c h e r s a r e c o n d u c te d b y th e m u sic s u p e r v i s o r s o f th e bo s A n g e le s C i t y S c h o o ls d u rin g th e
s c h o o l y e a r , a n d a r e g iv e n a p ro m in e n t p la c e
i n t h e p ro g ram o f m u sic t r a i n i n g
fo r in -se rv ic e
e le m e n
ta ry te a c h e rs. The e s s e n t i a l c h a r a c t e r i s t i c s
o f t h e p rogram a s
o u t l i n e d b y K e n n e t h L. H e a t o n a r e ; 1. The p a r t i c i p a n t i s g iv e n an o p p o r t u n i t y t o m ak e a n i n t e n s i v e s t u d y o f a n i n t e r e s t w h i c h h a s a r is e n o u t o f h i s e x p e rie n c e a s a te a c h e r . 2. The p a r t i c i p a n t s h a r e s i n p la n n in g a program o f in d iv id u a l and group a c t i v i t i e s d e s ig n e d to m eet h is needs and th o se o f h is fe llo w w o rk ers. 3. The p a r t i c i p a n t i s p r o v i d e d w i t h e a s y a c c e s s t o t h e s e r v i c e s o f v a r i o u s s t a f f m e m b e rs r e p r e s e n t in g a v a r i e t y o f k in d s o f a s s i s t a n c e . 4. F orm al and in fo rm a l a s s o c i a t i o n w ith o th e r p a r t i c i p a n t s o f v a r ie d b ack g ro u n d s c o n tr i b u te s to t h e p a r t i c i p a n t s t h i n k i n g on h i s own s p e c i f i c p ro b lem , b ro a d e n s h i s g e n e r a l p r o f e s s i o n a l o r i e n
24 I b i d . . p . 4 2 .
t a t i o n , and p r o v id e s e x p e rie n c e s a c tiv itie s*
in c o o p e r a tiv e
5* An e f f o r t i s m ad e t o i n t e r e s t t h e p a r t i c i p a n t i n t h e w h o le c h i l d , t h e w h o le s c h o o l , a n d t h e w h o l e c o m m u n ity * 6* The p a r t i c i p a n t s t o t a l e x p e r i e n c e a s h e s t u d i e s a s p e c i f i c i n t e r e s t o r p ro b lem te n d s t o p r e p a r e h im f o r t h e s o l u t i o n o f o t h e r p r o f e s s i o n a l p ro b le m s in t h e f u t u r e . 7. S in c e w ork sh o p s h a v e b een c o n c e rn e d n o t o n ly w ith th e p r o f e s s i o n a l p ro b le m s o f th e t e a c h e r , b u t w ith h i s l i f e a s an in d iv id u a l, e f f o r t s have been m ade t o a f f o r d o p p o r t u n i t i e s f o r b a l a n c e d l i v i n g . ^5 M any o f t h e s e c h a r a c t e r i s t i c s a r e f o u n d i n o t h e r a g e n c ie s f o r in - s e r v ic e
te a c h e r tr a in in g .
One o f t h e i r
g r e a t v a l u e s in a p ro g ram o f m u sic e d u c a tio n f o r te a c h e rs i s to
th a t i t
g i v e s m u sic a p la c e i n
e d u c a tio n in g e n e r a l,
te a c h e r in
and to
its
re la tio n
th e e d u c a tio n o f th e
p a rtic u la r.
The w o rk s h o p ,
in p r in c ip le ,
is
a s o lu tio n
to th e
p r o b le m o f a p p l y i n g m odern e d u c a t i o n a l t e c h n i q u e s t o te a c h e r - e d u c a tio n a s w e ll a s to c h iI d - e d u c a tio n .
M u sic ,
p e r h a p s , m ore t h a n g e n e r a l e d u c a t i o n a l m e th o d s i n in stitu tio n s
o f h ig h e r le a r n in g h a s la g g e d b e h in d th e
a c c e p te d p sy c h o lo g ic a l p ro ce d u res a t
th e e le m e n ta ry l e v e l
K e n n e th H e ato n p o i n t s o u t t h a t ,
K e n n e t h L . H e a t o n , W i l l i a m G. Cam p, a n d P a u l B . D ie d e r ic h , P r o f e s s i o n a l E d u c a tio n f o r B x p e rie n c e d T e a c h e rs T h e Bummer W o r k s h o p ( C h i c a g o : U n i v e r s i t y o f C h i c a g o P r e s s 1 9 4 0 ), p p . 21 -4 3 .
44 M u ch -has b e e n s a i d i n e d u c a t i o n a l d i s c u s s i o n s o f th e d a y r e g a rd in g th e s ig n if ic a n c e o f “ s e l f d i r e c t i o n ” a s a g o a l o f e le m e n ta ry , se c o n d a ry , and h ig h e r e d u c a tio n # I t w o u ld seem n o l e s s im p o rta n t t h a t th e p r o f e s s io n a l sc h o o l be con c e r n e d w i t h t h e d e v e l o p m e n t o f t e a c h e r s who a r e a b l e t o e v a l u a t e t h e i r own n e e d s a n d s e t a s i d e v a l i d g o a l s f o r t h e i r own e f f o r t s ; a b l e t o p l a n , i n i t i a t e , d i r e c t , and c a r r y o u t le a r n in g a c t i v i t i e s ; a n d a b l e t o a p p r a i s e t h e i r own s u c c e s s i n t h e a c h ie v e m e n t o f g o a l s # 26 V III#
RADIO, AN AGENCY FOR IN -SERV ICE TEACHER TRAINING The p l a c e o f r a d i o
in
e d u c a tio n .
w i t h o u t d o u b t , d o n e m ore t o f a m i l i a r i z e
R a d io h a s , th e p u b lic w ith
g o o d m u s i c t h a n a l l f o r m a l a t t e m p t s m ad e b y e d u c a t i o n a l a g e n c ie s.
The p u b l i c
s c h o o l s h a v e come t o u s e r a d i o
p ro g ram s a s o p p o r t u n i t i e s o f sc h o o l#
f o r le a rn in g , b o th in and out
B ro a d c a sts p re p a re d s p e c i f i c a l l y f o r sc h o o ls
a r e w o rk ed i n t o
t h e week* s s c h e d u l e a n d a d a p t e d t o t h e
t
use o f c la s s e s as any a v a ila b le b y t e a c h e r s everyw here#
e d u c a t i o n a l a i d s w o u ld b e
M u s ic h a s come i n
fo r a la rg e
s h a re o f e d u c a tio n b y r a d io f o r e le m e n ta ry sc h o o l c h ild re n .
C o lle g e s have used ra d io
and te a c h e r s h av e been
a b le to
f o r e x te n sio n c o u rs e s ,
e a r n a c a d e m ic c r e d i t b y
t h i s m e th o d . P o s sib ilitie s stu d y .
o f ra d io f o r c o n tin u a tio n o f c o lle g e
J u s t how e f f e c t i v e
26 I b i d . . p p .
2 5 -2 6 .
is
t h i s m eth o d o f p r o v i d i n g
45 e d u c a tio n
f o r th e e le m e n ta ry te a c h e r in
se rv ic e ,
i t he u sed e f f e c t i v e l y f o r m u sic a l tr a in in g ? A tk in so n h a s t h i s
to
f o r th e c o n tin u a tio n
C a rro ll
sa y a h o u t th e p o s s i b i l i t i e s o f c o lle g e
and can
o f ra d io
stu d y *
T h e o r e t i c a l l y , r a d i o w o u ld seem t o b e an i d e a l to o l f o r e x te n sio n o f u n i v e r s it y and c o lle g e i n s t r u c t i o n w h e r e b y s t u d e n t s i n t h e i r own h o m e s o u t s i d e o f w o rk in g h o u r s c o u ld e a rn o f f i c i a l c r e d i t to w ard d e g re e s o r te a c h in g c e r t i f i c a t e s . S in c e 1923 t h i s e x p e rim e n t h a s b een t r i e d m o r e - o r - l e s s s e r io u s ly by th ir te e n i n s t i t u t i o n s o f h ig h e r le a rn in g * S e v e ra l o th e r s h av e p la y e d aro u n d w ith th e id e a . D e s p ite th e f a c t t h a t th e p la n u s u a lly h as been a f l a t f a i l u r e , o r , a t b e s t, o n ly a m e d io c re s u c c e s s , th e th e o r y c o n tin u e s to i n v i t e new a t t e m p t s t o c a r r y i t o u t t o a l o g i c a l s u c c e s s f u l c o n c l u s i o n *2*7 B r o a d c a s t in g m u sic c o u r s e s f o r c r e d i t * seem ,
in v ie w o f th e n a tu r e
It
o f such c o u rs e s a s d e v e lo p
th e a p p r e c i a ti o n o f m u sic , and b u i l d up a t t i t u d e s in te re s ts
w o u ld
and
c o n c e rn in g m u sic , an d p e rh a p s such c o u rs e s a s
p r e s e n t m u sic m a t e r i a l s u n iq u e p o s s i b i l i t i e s te a c h e rs in be c a re fu lly
se rv ic e .
f o r c la ss ro o m u s e ,
th a t ra d io has
i n p r o v i d i n g m u sic e d u c a t i o n f o r T h e re a r e c o n s i d e r a t i o n s w h ic h m u st
s tu d ie d in o r d e r t h a t such t r a i n i n g w i l l be
o f th e m ost th o ro u g h -g o in g and h ig h e s t ty p e . o f o rg a n iz a tio n
The m a t t e r
o f such c o u rs e s f o r c r e d i t p la c e s
th e a re a o f c o lle g e
e x te n sio n ,
it
in
r a t h e r th an u n d e r th e
^ C a r r o l l A d k in s o n , R a d io E x te n s io n C o u r s e s B r o a d c a s t f o r C r e d i t ( B o s t o n * M e a d o r P u b l i s h i n g C om pany , 1 9 4 1 ), p . 11.
46 d ire c tio n
o f t h e m u sic s u p e r v i s o r .
The U n i v e r s i t y o f H a w a ii, A d u lt E d u c a tio n D i v i s i o n , h a s c a r r i e d on e x t e n s i o n w ork f o r c r e d i t b y r a d i o 1935.
In
te a c h e rs
sin c e
1937 a s u r v e y w as m ade o f t h e i n t e r e s t o f in
ta k in g
e x te n sio n
co u rses by r a d io .
M u s ic
A p p r e c ia tio n r e c e iv e d th e h i g h e s t num ber o f v o t e s . 1939-40 a c r e d i t e x te n s io n c o u r s e , w as o f f e r e d ,
c o v e rin g
^ D is c o v e r in g M u sic ”
tw o s e m e s t e r s w i t h tw o s e m e s t e r
h o u rs o f c r e d i t a llo w e d f o r each s e m e s te r. p erso n s re c e iv e d c r e d it f o r c o u rse.
F ifty -se v e n
s u c c e s s f u l c o m p le tio n o f th e
A s y lla b u s o f th e c o u rs e ,
te x ts,
and r e f e r e n c e
b o o k s w ere u s e d in c o n n e c tio n w ith th e b r o a d c a s t s . a d m in istra tiv e
s e t - u p w as t h e r e g u l a r o f f i c e
A d u lt E d u c a tio n D iv is io n o f th e U n i v e r s ity . s e n t o u t fro m th e
In
o f f i c e and g iv e n to
The
s t a f f o f th e L e s s o n s w ere
th e p ro fe s s o r fo r
g r a d i n g • 28 C a r r o l l A tk in so n o b s e rv e s t h a t lim ite d
success of c re d it
c o u r s e s o f f e r e d b y r a d i o m ay b e
fo u n d i n t h e m e th o d o f p r e s e n t a t i o n , fo llo w e d th e t r a d i t i o n a l p a tt e r n has fa ile d
to u t i l i z e
th e re a so n s f o r th e
w h ic h h a s g e n e r a l l y
o f c la ssro o m
le c tu re ,
th e new er te c h n iq u e s r e s u l t i n g
and
fro m
th e dem ands o f p r o j e c t i n g m a t e r i a l w ith o u t v i s u a l a i d s . ^ ^
28 I b i d . . p p . 29 I b i d .
1 09-115
e le m e n t o f c r e d i t i s p o te n tia litie s e x e rte d in
are
o m itte d fro m th e p ro b le m , r a d i o ’ s
tre m e n d o u s i f
o b je c tify in g
e x p e rt g u id a n c e i s
th e l is te n in g
a c tiv itie s *
can b e s t be m o tiv a te d and d i r e c te d by th e who c a n f u r n i s h
su p p le m e n ta ry m a t e r i a ls ,
te a c h e rs
se le c tio n
in
th e
t h e i r m u sic a l t a s t e s
T h is
su p e rv iso r, a s w e ll a s h e lp
o f p ro g ram s w h ic h w i l l d e v e lo p
and f u r t h e r t h e i r a p p re c ia tio n
of
m u sic* CONCLUSION The s o u r c e s fro m w h ic h e l e m e n t a r y t e a c h e r s i n s e r v i c e m ay r e c e i v e a i d a r e v a r i e d , In c e n tiv e
f o r t a k i n g a d v a n t a g e o f th e m m ay b e a r o u s e d i n
a s m any d i f f e r e n t w a y s. school a d m in istra to rs
It
is
c e r ta in ly th e b u s in e s s o f
to en co u rag e t h i s
t e a c h e r im p ro v e m e n t, an d i t
in
th e p a r ti c ip a ti o n
im p o rta n t phase o f
i s no l e s s th e r e s p o n s i b i l i t y
o f t h o s e who a d m i n i s t e r t h e a g e n c i e s so lic it
and a re a v a ila b le *
lis te d
o f te a c h e rs in
th e sc h o o ls w i l l f u l f i l l I t s
p u rp o se
above to
o r d e r t h a t m u sic to th e u tm o s t.
CHAPTER IV THE MOTIVATION OP THE MUSICAL TRAINING OP IN -SER V IC E ELEMENTARY SCHOOL TEACHERS A ttitu d e
o f th e te a c h e r .
As a g r o u p ,
e le m e n ta ry
t e a c h e r s a r e h a r d w o rk in g , a m b itio u s , an d p r o g r e s s i v e th e ir a ttitu d e
to w a rd t h e i r p r o f e s s i o n .
t h e y m u s t p o s s e s s m any s k i l l s
As i n d i v i d u a l s
In a v a rie ty o f f ie ld s
th e p u rp o se o f m e re ly g o in g th ro u g h th e d a i l y and In a d d it i o n
a r e e x p e c te d
to w a rd
and b e t t e r te a c h in g m eth o d s, an d th e y
to keep a b r e a s t o f th e tim e s in
p r o f e s s io n a l and p e rs o n a l i n t e r e s t s . e ffo rts
fo r
sc h e d u le ,
th e y m ust h av e a h e a l t h y a t t i t u d e
l e a r n i n g new s k i l l s
in
w h ic h t e a c h e r s p u t f o r t h
upon th em b e s p e a k t h e i r a t t i t u d e
th e ir
The u n s e l f i s h
t o m eet th e dem ands m ade to w a rd g ro w th w h ile in
se rv ic e . The r e s p o n s i b i l i t y o f t h e
school a d m in is tr a tio n .
P r o v i s i o n m ay b e m ade f o r a l l n e c e s s a r y m a t e r i a l s f o r te a c h in g m u sic , a s u p e r v is o r p la c e d in i z i n g and d i r e c t i n g
t h e m u sic p ro g ra m , a n d m eans f o r
m u sic a l tr a i n in g p la c e d a t th e
charge o f o rg an
th e te a c h e r* s d is p o s a l,
te a c h e r m ust a ls o have a f u l l r e a l i z a t i o n
s ig n ific a n c e
o f m u sic i n
but
o f th e
e d u c a tio n and h e r im p o rta n c e
in
49 th e p ro g ram , m in im iz e d .
o r th e s e b e n e f its
to th e
sch o o l w ill be
B rin g in g a b o u t t h i s r e a l i z a t i o n
is
to a la rg e
d e g ree th e r e s p o n s i b i l i t y o f th e sc h o o l a d m in is tr a tio n . The im p o r ta n c e o f t h e w o rk o f t h e c la s s r o o m
te a c h e r sh o u ld
be c o n tin u a lly re c o g n iz e d by th e a d m in is tr a to r s ,
th e
t e a c h e r s , a n d t h e c o m m u n ity . F r e d e r i c k L am so n T l h i t n e y s a y s , The i n s p i r a t i o n a l i n s t i t u t e , a n d s i m i l a r i n d i r e c t a t t e m p t s t o c a u s e t e a c h e r s t o im p ro v e p r o f e s s i o n a l l y , a r e i n m a n y s y s t e m s g i v i n g w ay f o r m e t h o d s o f m o t i v a t i o n w h i c h a c c o r d m o re n e a r l y w i t h hum an n a t u r e a s i t i s a n d w h i c h m ak e e f f o r t s t o w a r d g r o w t h p a la ta b le and c o n c re te ly p r o f i t a b l e .i C h a r le s R u s s e l l m akes t h i s
o b se rv a tio n s
I t seem s e v i d e n t t h a t m any t e a c h e r s , i n s p i t e o f l i t t l e hope o f re c o g n itio n o f t h e i r e f f o r t s , t r y t o im p ro v e t h e m s e lv e s an d t h e i r w ork b y f u r th e r stu d y . I t i s a ls o e v id e n t t h a t a l i t t l e s ti m u la ti o n , o r th e p r e s s u r e o f th e o p in io n o f t h e i r a s s o c i a t e s , o r th e o f f i c i a l r e c o g n i t i o n o f s u c h e f f o r t s , m akes m any m ore t e a c h e r s a n x io u s to e n la r g e t h e i r e q u ip m e n t, b r o a d e n t h e i r o u t l o o k , a n d im p ro v e t h e i r t e a c h i n g * I t i s h i g h l y i n e f f i c i e n t , and w a s t e f u l fro m th e s t a n d p o i n t o f th e p u b l i c , f o r th e s c h o o l sy s te m n o t to re c o g n iz e to th e f u l l e s t p o s s ib le e x te n t i t s d u ty and i t s o p p o rtu n ity f o r s tim u la tin g in e v e r y p o s s i b l e w ay t h e g r o w t h o f t h e t e a c h e r i n s e rv ic e .2
^ F r e d e r i c k L am so n W h i t n e y , T h e G r o w t h o f T e a c h e r s i n S e r v i c e (New Y o r k : T h e C e n t u r y C o m p an y , 1 9 2 7 1 , p . SO. o
C h a r l e s R u s s e l l , The Im p ro v e m e n t o f t h e C i t y E l e m e n t a r y S c h o o l T e a c h e r i n S e r v i c e (New Y o r k s T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 2 2 ) , p . 1 0 8 .
50 T h e p o w e r w h ic h , t h e te a c h e rs.
s c h o o l sy ste m h a s o v e r th e
I f a school b o ard c a re s
th e te a c h e r s , m u sic a l t r a i n i n g c e rtific a tio n
to use i t s
c o u ld be r e q u ir e d a f t e r
r e q u ir e m e n ts a r e m et in
m ent b e a s s u r e d .
T h is i s
pow er o v e r
o rd er th a t re a p p o in t
a m o st u n d e s i r a b l e m eth o d o f
a p p ro a c h in g th e p ro b le m ev en th o u g h f i n a n c i a l in d u c e m e n t a c c o m p a n ie s th e dem and.
A tte n d a n c e a t a c e r t a i n
o f m e e tin g s p la n n e d by th e m u sic re q u ire d o f te a c h e rs .
e x e rte d to fo rc e
fre q u e n tly
The n a t u r e o f th e m e e tin g s w i l l
d e te rm in e th e v a lu e o f t h i s is
su p e rv iso r i s
num ber
re q u ire m e n t.
te a c h e rs to
in c re a se
W h atev e r pow er th e ir p ro fe ssio n
a l e f f i c i e n c y s h o u ld b e te m p e re d w ith c o n s i d e r a t i o n f o r th e te a c h e r s . F in a n c ia l in d u c e m e n ts. on t h e b a s i s
R e c o g n itio n
o f fin a n c ia l in c re a s e s
b e y o n d t h e am ount o f m oney i n v o l v e d . are d e s ira b le
in
th a t th e
en co u rag ed by th e T h ere a re o ffered , (3)
t e a c h e r 's
is
f o r w ork done
stim u la tin g
far
T a n g ib le re w ard s e f f o r t s a re n o t o n ly
sch o o l b o a rd b u t d e f i n i t e l y ap p ro v ed .
t h r e e ways i n w h ic h f i n a n c i a l in d u c e m e n ts a r e (1)
in
th e s a la r y
sc h e d u le ,
(2 )
th e b o n u s, and
s c h o la rs h ip o r su b s id y . 1.
tio n ,
e x p e rie n c e ,
S a l a r y i n c r e a s e s a r e u s u a l l y b a s e d on p r e p a r a s a t i s f a c t o r y w o rk i n t h e
p r o f e s s i o n a l a d v a n c e m e n t.
The l a s t ite m
is
sy ste m , and e v a lu a te d
in
51 te rra s o f c r e d i t h o u r s ,
a n d i n c r e a s e s m ad e e i t h e r u p o n t h e
b a s is o f each c r e d it h o u r,
su ch a s in S ta m fo rd ,
C o n n e c ti
c u t w h e r e a p r e m iu m o f f i v e d o l l a r s a d d i t i o n a l s a l a r y p e r y e a r f o r e a c h tw o p o i n t s o f c r e d i t e a r n e d i s g i v e n , la rg e r in c re a s e earn ed . fifty
i s m a d e w hen s i x
to
d o l l a r s p e r y e a r u n t i l a maximum h a s b e e n r e a c h e d . T he b o n u s i s
r e c o g n itio n b a se d upon th e
p r in c ip le s as th e s a la r y in c re a s e o n ly in th e
sin g le
except th a t i t
sum o f f i f t y
s a l a r y o f a t e a c h e r who a t t e n d s
th e c i t y
o f R o c h e s te r,
c o u rse s in
th e c i t y .
g ra n te d as a bonus, 3.
ta k e n .
p a r i s h who w o u l d e n r o l l
added to
if
she p u rsu e s
advanced b e fo re L o u is ia n a in
fro m th e b o n u s t h e w ork i s
1938 t h e s c h o o l
fe e f o r any te a c h e r in
th e
in m u sic c l a s s e s b y e x t e n s i o n .
I n R o c h e s t e r , New Y o r k i n
o f B a ttle
is
In
sum m er s c h o o l o u t s i d e
s u b s id y d i f f e r
b o a rd p a id h a l f o f th e t u i t i o n
In
p a id
i n M a ry la n d t w e n t y - f i v e d o l l a r s .
In A c ad ia P a r i s h ,
se m e ste r.
is
I n D e la w a re one h u n d re d d o l l a r s i s
t h e m oney i s
tw o c o u r s e s i n
d o lla rs
tw e n ty -fiv e d o lla r s
S c h o la rs h ip s o r
in th a t
sam e
y e a r fo llo w in g p r o f e s s io n a l stu d y .
R o c h e s t e r , New Y o r k t h e
p la n
are
T h is u s u a l l y a m o u n ts t o fro m t w e n t y - f i v e
2.
th e
o r e ig h t c re d its
or a
1919 t h e s c h o o l b o a r d p a id f o r
th e U n iv e rs ity o f R o c h e ste r d u rin g each th e
sta te
o f M ic h ig a n th e K e llo g g F o u n d a tio n
C reek b e a r s th e
p e o p le in f i e l d s
expense o f b r in g in g o u ts ta n d in g
o f e d u c a tio n
to v a rio u s c e n te r s in
th e
52 sta te
to
to rs* th e
c o n d u c t w orkshops w ith t e a c h e r s and a d m i n i s t r a
In In g le w o o d , C a l i f o r n i a ,
sch o o l b o ard pays
e x p en se o f c o n d u c tin g w orkshops f o r th e te a c h e r s * P ro fe s s io n a l re c o g n itio n .
a lin e
on t h e
It
is d iffic u lt
t o draw
b e tw e e n p r o f e s s i o n a l a n d f i n a n c i a l r e c o g n i t i o n .
The d i s t i n c t i o n
i s p r im a r ily in
th e p la c in g o f em p h a sis
im p ro v e m e n t r a t h e r t h a n t h e r e w a r d .
su b je c t m a tte r f ie ld s are
th e
le s s d isc e rn ib le
th e r e s u l t s a re in
th an
e v id e n c e s o f in c r e a s e d m a s te ry in m u sic ,
fo r in t h i s
su b je c t
t h e a i r a n d on t h e e a r , a n d c a n b e
ju d g e d im m e d ia te ly * g iv in g p u b lic ity
th e
I n m any
P ro fe ss io n a l re c o g n itio n ,
such a s
in p r o f e s s io n a l p e r i o d i c a l s - - s t a t e
l o c a l — t o t h e t e a c h e r s who s e e k t o i n c r e a s e e f f ic ie n c y by f u r th e r stu d y i s
or
th e ir
v a lid m o tiv a tio n .
O th e r
s im ila r d e v ic e s can be u se d . C r e d i t t o w a r d t h e B a c h e l o r 1s d e g r e e *
In
w h e r e c e r t i f i c a t e s a r e g r a n t e d o n a tw o o r t h r e e c o lle g e
s ta te s year
c o u r s e m any t e a c h e r s c o n t i n u e w o rk in g to w a rd t h e
d e g re e w h ile in
se rv ic e .
T h is o f f e r s a s p le n d id o p p o r
t u n i t y f o r e n c o u r a g i n g t e a c h e r s t o t a k e t h e m axim um num ber o f c r e d i t s
in m u sic c o u r s e s .
The b r o a d e n i n g
a s p e c t o f m u sic c o u r s e s o f f e r m ore th a n o r d i n a r y i n c e n tiv e
f o r i n c l u d i n g th em i n
th is
C h a rle s R u s s e ll s t a t e s ;
f u r th e r e d u c a tio n .
53 T h e m a t e r i a l s f r o m w h i c h f u r t h e r e d u c a t i o n may b e draw n a r e i n t h e m s e lv e s so a b u n d a n t a n d so r i c h , and i n t h e i r e f f e c t upon t h e w o rk o f th e t e a c h e r i s so im p o r ta n t in t h a t th e y l i f t th e t e a c h e r b e y o n d th e m ere e s s e n t i a l s o f h i s t e a c h i n g r e q u i r e d f o r m in im a l s c h o o l s t a n d a r d s , t h a t f o r , t h i s d e s i r e d im p ro v e m e n t, a s w e ll a s f o r t h e l a y i n g o f t h e g r o u n d w o r k o f a l l t h a t m ay com e l a t e r , t h e i r a c q u i s i t i o n b e c o m e s e v e n m o re i m p o r t a n t • . . . T he f i e l d i s r i c h i n p o s s i b i l i t i e s , i s f u l l o f m a te r ia l o f i n t r i n s i c i n t e r e s t , and th e r e s u l t s i n im m e d ia te v a l u e s a r e g r e a t . 3 M u s ic f i t s
in to
th is
i n t e r e s t s w h ic h a r e
re a so n in g w ith a l l o f th e m o tiv a tin g sta te d above.
I n ta n g ib le m o tiv a tin g
in flu e n c e s.
T he c o n v i c t i o n
on t h e p a r t o f t h e t e a c h e r t h a t m u s i c a l t r a i n i n g e n r i c h m e n t o f h e r own e x p e r i e n c e s , a n d i s p le a su re tio n .
in h e r te a c h in g r o u tin e i s
is
an
a so u rce o f
an u n f a i l i n g
stim u la
V i t a l m u sic e d u c a tio n f o r t h e t e a c h e r w i l l in c l u d e
e x p e rie n c e in p e rfo rm an c e ,
e x p e rie n c e In
g r e a t m u sic ,
in
e n ric h th e
p a rtic ip a tio n
s o c ia l e x p e rie n c e s
lis te n in g
to
c h o r u s e s o r e n s e m b le s w h ic h o f th e te a c h e r .
o f th e s e in f lu e n c e s i s m a g n e tic , and th e
The n a t u r e
t e a c h e r who i s
draw n t o th e m w i l l g a i n p e rm a n e n t s p i r i t u a l v a l u e s . P ro fe ss io n a l s a tis f a c tio n h er tra in in g stu d y .
as
she r e c e iv e s i t
Ho m a t t e r how l i m i t e d
n o r how m e a g e r t h e b a c k g r o u n d ,
3 Ib id . . p.
118.
In b e in g a b le
to a p p ly
i s m o tiv a tio n f o r f u r th e r
th e
te a c h e r* s m u sic a l s k i l l s ,
in -se rv ic e
tra in in g
sh o u ld
p ro d u c e im m e d ia te r e s u l t s
in
o rd e r to
ju stify
its
c o n tin u a tio n . C o m m e n d a tio n f r o m s u p e r v i s o r a n d p r i n c i p a l when im p ro v em en t i s
e v id e n t in
sh o u ld be f r e e l y g iv e n . ab o u t le a rn in g rid ic u le a r e m ade.
Many t e a c h e r s a r e
to sin g and a re a f r a id
w hen f i r s t
it
se lf-c o n sc io u s
of c ritic ism
or
a t t e m p t s t o c a r r y on a m u s i c l e s s o n
No m a t t e r how p o o r t h e r e s u l t s ,
d eserv es p ra is e . e d u c a tio n
t h e t e a c h e r 1s c l a s s r o o m m u s i c
The s t a f f
th e a tte m p t
sh o u ld p r a c t i c e
p reach es f o r c h ild re n
th e k in d o f
in d e a lin g w ith i t s
te a c h e rs. K e n n e th L. H e ato n i n w r i t i n g o f w orkshops s a y s , in g ly a rts
o f th e e ffe c tiv e n e s s
”The one w o rk sh o p w h ic h w as o u t s t a n d
s u c c e s s f u l in b r in g in g a b o u t a g r e a t e r u se o f th e i n a l l c l a s s e s was t h e o n e i n w h ic h a l l
a c h a n c e t o u s e t h e m . 1*4 te a c h e r* s p le a s u r e
in
te a c h e rs had
The i d e a l in m o t i v a t i o n
is
th e
t h e w ork s h e p u r s u e s .
^ K e n n e t h L. H e a t o n , W i l l i a m G. C am p, a n d F a u l B . D ie d e ric h , P r o f e s s io n a l E d u c a tio n f o r E x p e rie n c e d T e a c h e rs T h e Sum m er W o rk s h o p ( C h i c a g o ; U n i v e r s i t y o f C h i c a g o P r e s s ,
T 940T T pT "136: ----------
CHAPTER V THE PROGRAM OP MUSICAL TRAINING FOR IN -SERV ICE ELEMENTARY SCHOOL TEACHERS IN SOUTHWEST LOUISIANA O rg a n iz a tio n o f th e s t a t e M u s ic w a s i n t r o d u c e d i n t o
th e
p ro g ram o f s c h o o l m u sic .
s c h o o l s o f L o u i s i a n a w hen a
s t a t e m u s ic s u p e r v i s o r was a p p o i n t e d i n t i m e o n l y tw o p a r i s h e s , is
1934.
At th a t
in c lu d in g O rle a n s P a r is h ,
w h ic h
c o e x t e n s i v e w i t h New O r l e a n s , h a d s u p e r v i s o r s o f m u s i c ,
o r an o r g a n i z e d p ro g ra m o f m u sic i n
th e p u b lic
sc h o o ls.
E le v e n p a r i s h e s h a d p a r t i a l m u sic p ro g ra m s , and f i f t y t h r e e p a r i s h e s h a d n o m u sic t e a c h e r s e m p lo y ed a n d p a i d b y p u b lic fu n d s. p a rish e s
In
1941 t h e r e w e re m ore t h a n f i f t y - f i v e
o ut o f th e
s ix ty -fo u r in th e
sta te
c a r r y i n g on a
w e l l o r g a n iz e d s c h o o l m u sic p ro g ra m u n d e r t h e d i r e c t i o n o f p a r i s h m u sic s u p e r v i s o r s .
T h is trem en d o u s a d v a n c e in
s o s h o r t a p e r i o d o f t i m e d o e s n o t i n d i c a t e m u s h ro o m g ro w th t h a t
can e a s i l y be d e s tro y e d , n o r i s
b u i l t on s u p e r f i c i a l s t a n d a r d s . ap p ro ach to
th e p ro g re s s
One e v i d e n c e o f t h e
t h e i d e a l o f ”M u s ic f o r e v e r y c h i l d a n d e v e r y
c h ild f o r m u sic ” i s
th e in - s e r v ic e
p ro g ram w h ic h h a s p a r a l l e l e d m u sic p ro g ra m .
te a c h e r tra in in g
th e advance o f th e sc h o o l
56 C e rtific a tio n o f m u sic . to rs to
re q u ir e m e n t o f tw e lv e s e m e s te r h o u rs
T he p r o b l e m o f a w a k e n i n g t h e s c h o o l a d m i n i s t r a
th e need f o r m u s ic a lly tr a in e d
was a p p ro a c h e d b y s e t t i n g
c la ss ro o m te a c h e r s
up a s t a n d a r d w h ic h c o u ld
t h e o r e t i c a l l y be m easured b y c o lle g e c r e d i t .
The M u sic
E d u c a t o r s 1 N a t i o n a l C o n f e r e n c e recom m ends t h a t o n e t e n t h o f th e c r e d i ts
in
th e c u rric u lu m
b e d e v o te d to m u sic .
fo r te a c h e r p re p a ra tio n
On t h i s b a s i s
th e L o u is ia n a S ta te
B o ard o f E d u c a tio n p la c e d a re q u ire m e n t o f tw e lv e s e m e s te r h o u r s o f m u sic f o r c e r t i f i c a t i o n e le m e n ta ry s c h o o ls .
T e a c h e rs a lr e a d y in
to
te a c h in th e
s e r v i c e w ere
u rg e d t o c o m p le te
th e re q u ire m e n t by 1940, and th e
m u sic s u p e r v i s o r ,
in
tra in in g
c o o p e ra tio n w ith th e s t a t e
in s titu tio n s ,
sta te
te a c h e r
s e t up p la n s w h ereb y t h e t r a i n i n g
c o u ld be p ro v id e d . O rg a n iz a tio n o f th e
in -se rv ic e
te a c h e r tr a in in g
p ro g ram .
The T e a c h e r s 1 C o lle g e o f S o u th w e s te r n L o u i s i a n a
In s titu te
s e rv e s th e
se c tio n
th e M is s is s ip p i R iv e r.
o f so u th L o u is ia n a w est o f
A t e a c h e r was e m p lo y e d b y t h e
c o l l e g e t o do f u l l tim e e x t e n s i o n w o rk to w a rd t h e prom o tio n
o f t h e m u sic e d u c a ti o n
The s t a t e
o f th e te a c h e rs
s u p e r v is o r o f m u sic ,
th e T e a c h e rs 1 C o lle g e ,
in
th is area.
to g e th e r w ith th e dean o f
th e d i r e c to r o f th e
e x te n sio n
d e p a r t m e n t , a n d t h e t e a c h e r who w a s t o c a r r y on t h e w o r k , d e v e lo p e d p la n s c a r r y in g
o u t a p ro g ram o f m u sic t r a i n i n g
57 f o r t h e t e a c h e r s I n - s e r v i c e w h ic h w o u ld h e o f im m e d ia te and p r a c t i c a l b e n e f i t . C o u rs e s w ere t o b e o f f e r e d i n
th e p a ris h e s o f th a t
a r e a w h e re a s m any a s t w e n t y t e a c h e r s w ere
to m eet a f t e r
e n ro lle d .
C la sse s
sc h o o l h o u rs a t a c e n te r c o n v e n ie n t
to th e m a jo rity o f te a c h e rs
e n ro lle d .
C o lle g e c r e d i t
w o u ld a p p l y to w a rd t h e d e g r e e o r to w a r d t h e c e r t i f i c a t i o n r e q u i r e m e n ts w h ic h h a d b e e n s e t u p . d o lla rs
A fee of th re e
p e r s e m e s t e r h o u r was c h a r g e d .
The c o n t e n t o f
th e c o u r s e s o f f e r e d was p la n n e d to m ee t t h e n e e d s o f th e t e a c h e r s I n s e r v i c e ^ a n d tw o c o u r s e s n o t l i s t e d T each ers*
in th e
C o l le g e c a t a l o g u e f o r t e a c h e r p r e p a r a t i o n w ere
d e sig n e d e s p e c ia lly f o r e x te n sio n c la s s e s . r e a c h t e a c h e r s who c o u l d n o t a t t e n d
In
o rd e r to
e v e n in g c l a s s e s ,
tw o
c l a s s e s w e r e o f f e r e d on t h e c a m p u s o n S a t u r d a y . One p h a s e o f t h e
e x t e n s i o n w o rk w h ic h was s t r e s s e d
was t h e v i s i t a t i o n
o f th e c o lle g e
re p re se n te d
e x te n sio n
o u t in
in th e
te a c h e r to
c la ss e s.
T h is was c a r r i e d
e a c h p a r i s h on t h e d a y on w h i c h t h e
th e e v e n in g .
ev ery school
c l a s s m et In
A p ro g ra m f o r v i s i t s was w o rk e d o u t a t t h e
b e g in n in g o f th e c o u rs e so t h a t each t e a c h e r c o u ld be v i s i t e d a t l e a s t once d u rin g th e p e rio d o f th e c o u rs e . I n p a r i s h e s w h ere a m u sic
s u p e r v i s o r w as e m p l o y e d t h e
c o l l e g e t e a c h e r a t t e m p t e d t o m ake p l a n s c o u l d b e m ade w i t h t h e
su p e rv iso r.
so t h a t t h e v i s i t
In a lm o st e v e ry
58 situ a tio n
t h e p a r i s h m u sic
s u p e rv is o rs a tte n d e d th e
e x te n s io n c l a s s e s w ith th e te a c h e r s f o r th e d o u b le p u rp o se o f e n c o u ra g in g th e te a c h e r s and k e e p in g in t h e i r p r o g r e s s in m u sic .
In u n su p e rv ise d a re a s th e s e
v i s i t s w ere u se d a s o p p o r t u n i t i e s te a c h in g ,
to
o ffe r a ssista n c e
to
p r i n c i p a l s i n m ak in g r e q u i s i t i o n s m a te ria ls , fo llo w e d in
to o u tlin e
to u ch w ith
t o do d e m o n s tr a tio n th e te a c h e r s and sc h o o l to th e
s ta te
fo r free
c o u r s e s o f s t u d y w h ic h c o u ld b e
th e p a r t i c u l a r s i t u a t i o n ,
and, in
g e n e ra l,
to a c t a s m u s ic a l a d v is o r* The o p e r a t i o n
of th e p la n .
young and in e x p e r ie n c e d
In
one p a r i s h , w h ere a
s u p e rv is o r had been a p p o in te d to
o r g a n i z e a n d d i r e c t an i n s t r u m e n t a l a n d v o c a l m u sic program th ro u g h o u t th e g ra d e s an d in th e h ig h s c h o o ls o f th e p a ris h , a ssist
th e
th e c o lle g e
s u p e rv is o r In g e tt i n g
The e x t e n s i o n
s t a t e m u sic
t h e p ro g ra m u n d e r way.
p rin c ip a ls,
p a r i s h m u sic s u p e r
o f th e p a ris h
g e n e r a l e le m e n ta ry s u p e r v is o r , in
to
s u p e r v is o r , and t e a c h e r s T c o lle g e *
W h o le h e a rte d c o o p e r a tio n
re s u lte d
t e a c h e r w as a b l e
t e a c h e r becam e a c o o r d i n a t o r o f t h e w o rk
o f e le m e n ta ry te a c h e r s , v iso r,
e x te n sio n
su p e rin te n d e n t,
and sch o o l p rin c ip a ls
p a r i s h - w id e e n th u s ia s m f o r m u sic In t h e
One g r o u p o f m o r e t h a n t h i r t y th re e school p rin c ip a ls ,
te a c h e rs,
sc h o o ls.
in c lu d in g
c o m p le te d tw e lv e s e m e s te r h o u rs
o f m u s i c c o u r s e s b y e x t e n s i o n o v e r a p e r i o d o f tw o y e a r s . Some o f t h e s e
t e a c h e r s c o n s i d e r e d t h e m s e l v e s m o n o to n e s
when t h e y e n t e r e d t h e f i r s t
c la ss .
At th e
th e f i n a l c o u r s e a f e s t i v a l w as h e l d , th e c h ild re n
b rin g in g
o f th e c la ss ro o m s o f th e s e
As a s p e c i a l f e a t u r e
th irty
lis t
a ll
sta te d .
d e m o n s tra te d in th e e x te n s io n
th e
It
w o u ld b e te a c h e rs,
Each te a c h e r had
c l a s s a n d i n h e r own c l a s s
to r e a d c o r r e c t l y m ost o f t h e m u sic in
s t a t e a d o p te d te x tb o o k s f o r th e f i r s t
la rg e
te a c h e rs.
o f th e a c h ie v e m e n ts o f th e s e
b u t a few c a n be d e f i n i t e l y
room t h e a b i l i t y
to g e th e r
th e te a c h e r s sang a g roup o f c h o ru ses
f o r th e a u d ie n c e o f p a r e n ts and c h i l d r e n . d i f f i c u l t to
c o m p le tio n o f
re p e rto ire
of p a trio tic
and f o l k
six g rad es.
songs,
A
in c lu d in g
t h e i r own L o u i s i a n a F r e n c h f o l k s o n g s , h a d b e e n l e a r n e d . C re a tiv e m u sic ,
in v o lv in g
t h e m ak in g o f i n s t r u m e n t s ,
w o rk
w i t h rh y th m o r c h e s t r a s , m ak in g o f m e l o d i e s , a n d s u p p l y i n g o f harm o n y t o m e lo d ie s i n on i n
th e e x te n s io n
th e song b o o k s, h ad been c a r r i e d
c la s s and w ith th e c h ild r e n .
w ork i n t e g r a t i n g m u sic w ith th e d e v e lo p e d th ro u g h th e a c t i v i t i e s sio n c la s s e s .
so c ia l
U n its o f
s tu d ie s had been
in tro d u c e d in
th e e x te n
The s t u d y o f m u sic th r o u g h t h e u s e o f
re c o rd in g s,
ra d io ,
e x p e rie n c e s
to th e te a c h e r s th e m se lv e s,
c a rrie d over in to
and c o n c e rts had b ro u g h t e n ric h in g and had been
t h e i r c la ss ro o m s .
A n o th e r p a r i s h ,
o n e am ong t h e
few w h ic h h a d a m u sic
60 s u p e r v i s o r a n d an e f f e c t i v e m u sic p ro g ra m b e f o r e t h e a p p o in tm e n t o f a s t a t e c o lle g e
e x te n sio n
a b ilitie s
su p e rv iso r,
se rv ic e
to
and i n t e r e s t o f th e
to o k a d v a n ta g e o f th e
f u r t h e r d e v e lo p th e m u s ic a l e le m e n ta ry sc h o o l te a c h e r s ,
a n d to b r i n g new m e th o d s a n d m a t e r i a l s t o
th em .
In t h i s
p a r i s h t h e r e w ere b o t h i n s t r u m e n t a l an d v o c a l s p e c i a l i s t s to d i r e c t
t h e m u s ic w ork t h r o u g h o u t t h e
o rg a n iz a tio n
sy ste m ,
and th e
o f t h e p r o g r a m was p r a c t i c a l l y c o m p l e t e .
^ G r o w th i n
s e r v i c e 11 w a s t h e p r i n c i p l e w h i c h s t i m u
l a t e d t h e n e e d f o r m u sic c l a s s e s b y e x t e n s i o n , a n d th e re s u lts
w ere n o t to b e m e a su re d b y t a n g i b l e
d e v e lo p m e n ts su c h a s s i g h t - r e a d i n g
sk ill
and e a r - t r a i n i n g .
p a ris h -w id e f e s t i v a l w ith e le m e n ta ry sch o o l c h o irs u n d er th e d ir e c tio n
o f c la ss ro o m t e a c h e r s ,
A
sin g in g
la r g e and sm a ll
v o c a l and in s tr u m e n ta l e n se m b le s, a s w e ll a s h ig h sc h o o l a c a p e lla
c h o i r s , g l e e c l u b s , m ix e d c h o r u s e s ,
te s tim o n y o f th e
q u a l i t y o f w o rk b e i n g d o n e b y e l e m e n t a r y
t e a c h e r s an d m u sic s p e c i a l i s t s . fro m t h e
c o l l e g e w as a b l e
to
The e x t e n s i o n
to th e
sc h o o ls,
te a c h e r
e n c o u ra g e t h e w o rk ,
to th e needs o f th e te a c h e rs in th e v is its
gave
e x te n sio n
c o n trib u te
c la s s and in
and a c t as a d ju d ic a to r a t th e
fe s tiv a l. O th e r p a r is h e s
in w h ic h e x te n s i o n c l a s s e s w ere
c o n d u c te d p r e s e n te d d i f f e r e n t
situ a tio n s.
w h ere t h e r e w ere no m u sic s u p e r v i s o r s ,
In
tw o p a r i s h e s ,
th e i n t e r e s t in
61 e x te n sio n
c la ss e s
th ro u g h th e so rs.
was s t i m u l a t e d b y t h e
sta te
su p e rv iso r
school s u p e rin te n d e n ts and g e n e ra l su p e rv i
L a rg e m u sic c l a s s e s w ere o r g a n i z e d , a n d t h e
tw e lv e
s e m e s t e r h o u r g o a l r e a c h e d b y m an y o f t h e t e a c h e r s w i t h i n tw o y e a r s .
I n 1941 m u s ic s u p e r v i s o r s w ere em p lo y ed in
b o th o f th e s e p a ris h e s ,
and th e s e te a c h e r s ,
a b l e t o a d d m u sic t o t h e i r t e a c h i n g
sk ills ,
i n n o s m a l l way t h e v a l u e o f m u s i c i n t h e t h e n e e d f o r a m u sic
who h a d b e e n d e m o n s tra te d
c u rric u lu m and
s u p e r v i s o r to b u i l d a p a r is h - w id e
p rogram # E v id e n c e s o f th e r e s u l t s d e p a r t m e n t on t h e
c o lle g e
o f th e p ro g ram #
The m u sic
cam pus h a s a l r e a d y b e e n a b l e to
see th e r e s u lts
o f th e m u sic a l tr a in in g
o f th e
e le m e n ta ry
te a c h e rs in th e
s t u d e n t s who e n t e r c o l l e g e f r o m p a r i s h e s
t h a t h a v e h a d m u sic i n t h e s c h o o l s o v e r a p e r i o d o f y e a r s . A n o th e r e v id e n c e o f p r o g r e s s i s
th e g ro w th in t h e
siz e
of
t h e a n n u a l d i s t r i c t m u sic f e s t i v a l h e l d a t S o u th w e s te r n L o u is ia n a I n s t i t u t e .
N ot o n ly th e num ber o f c h il d r e n
r e a c h e d , b u t th e im p ro v e d q u a l i t y o f p e rfo rm a n c e i n d i c a t e s t h a t m u sic e d u c a tio n h a s becom e i n c r e a s i n g l y e f f e c t i v e th ro u g h o u t t h is
se c tio n
a s se m b lie s o f th e
sta te .
In c la ss ro o m s and
s c h o o ls w here th e t e a c h e r s h a v e im p ro v e d
t h e i r m u sic a l t r a i n i n g m u sic w h ic h i s
o f th e
t h e r e h a s b e e n an a w a k e n in g t o
re c o g n iz e d b y th e c h ild r e n ,
th e te a c h e r s ,
62 th e a d m in is tr a to r s ,
a n d t h e c o m m u n ity .
s u p e rv is o r h a s been a l e r t p ro g ram o f i n - s e r v i c e
to th e p o s s i b i l i t i e s
to
o f th e
te a c h in g t r a i n i n g , h a s been
in s tr u m e n ta l in g u id in g i t s first
The s t a t e m u s ic
p ro m o tio n , an d h a s b een th e
re c o g n iz e and encourage i t s
d e v e lo p m e n t.
CHAPTER VI .SUMMARY, CONCLUSIONS AND RECOMMENDATIONS I.
SUMMARY
T h is s tu d y h a s a tte m p te d to p o in t o u t th e im p o r t ance o f m u sic a l tr a i n in g te a c h e r, p ro v isio n
in
t h e w o rk o f t h e
and to d is c o v e r and e v a lu a te p la n s f o r th e of th is
tra in in g
The im p o r t a n c e o f t h e
fo r th e
th e
te a c h e r in
te a c h e r in d e v e lo p in g
a n d e d u c a t i o n o f t h e w h o le c h i l d , in
c la ss ro o m
se rv ic e .
th e
in te re s ts
a n d t h e v a l u e o f m u sic
e d u c a t i v e p r o c e s s c o m b in e t o fo rm t h e c o n c l u s i o n
t h a t e v e ry e le m e n ta ry sc h o o l te a c h e r h as a d e f i n i t e f o r m u sic a l t r a i n in g .
A v ie w o f th e
o f t h e t e a c h e r on t h e b a s i s p u b lic
need
m u sic a l backgroun d
o f p r e p a r a t o r y w ork i n
th e
sc h o o ls and in no rm al sc h o o l o r c o lle g e g iv e s
f u r t h e r p ro o f th a t th e m u sic a l tr a in in g
o f th e av erag e
te a c h e r i s n o t s u f f ic ie n t f o r h e r n eed s. L e a rn in g w h ile te a c h in g p ro c e s s , and in th e f i e l d
is
in
i t s e l f a c o n tin u o u s
o f m u s ic t h e r e a r e m any
p o s s ib ilitie s
f o r t h e t e a c h e r a s l e a r n e r w h ic h l e n d
a d v a n ta g e s to
th e p u r s u it o f m u sic a l tr a in in g
w h ile in
se rv ic e . I t was d i s c o v e r e d t h a t
th e re a re e ig h t
s o u r c e s fro m
64 w h i c h t e a c h e r s m ay r e c e i v e a i d t h e i r m u sic a l t r a i n i n g • t r a i n i n g w h ic h i s
in a c q u irin g ,
The r e l a t i v e
o r im p ro v in g ,
v a lu e o f th e
o f f e r e d by th e d i f f e r e n t a g e n c ie s
o p e ra tin g f o r t h a t p u rp o se depends upon th e c o n d itio n s in th e p a r t i c u l a r a re a in v o lv e d , c a l a p p ro a ch to th e t e a c h e r 1s d e s i r e p re s e n ta tio n
and upon th e p s y c h o lo g i
p ro b le m , b o th a s i t
f o r th e tr a in in g and a s
a ffe c ts
t o m eth o d s o f
o f th e tr a in in g .
The p r i n c i p l e s
o f m o tiv a tio n
b y s c h o o l a d m i n i s t r a t o r s an d m u sic
sh o u ld be re c o g n iz e d su p e rv iso rs
t h a t m o re t e a c h e r s b e e n c o u r a g e d i n d e v e l o p i n g m u sic a l a b i l i t y . re c o g n itio n
are
in -se rv ic e
o rd er
th e ir
l o g i c a l in d u c e m e n ts w h ic h s h o u ld b e f o r m u sic a l tr a i n in g
fo r
e le m e n ta ry te a c h e r sh o u ld be p ro v id e d . II.
1. istra to rs
in
B o th f i n a n c i a l a n d p r o f e s s i o n a l
f r e e ly g iv e n , and o p p o r tu n itie s th e
th e
CONCLUSIONS
J u d g in g fro m th e p r e s e n t i n c l i n a t i o n t o f a v o r a p ro g ram o f m u sic e d u c a ti o n
in
o f ad m in
th e
e le m e n ta ry s c h o o l, and to re c o g n iz e
th e v a lu e o f e d u c a tio n
w h ic h i n t e g r a t e s
su b je c t m a tte r fo r
th e d e v e lo p m e n t o f
t h e w h o le c h i l d ,
th e
e d u c a to rs
tim e i s
p ro p itio u s
to p u t f o r t h o rg a n iz e d e f f o r t s
f o r m u sic to
p ro b le m o f g i v in g a d e q u a te m u s ic a l t r a i n i n g in
se rv ic e .
T h e n m u s i c m ay f i l l
its
so lv e
th e
to te a c h e r s
p ro p e r p la c e in th e
65 s c h o o l c u r r i c u lu m , n o t a s a s p e c i a l s u b j e c t w h ic h o n l y a s p e c i a l i s t can te a c h ,
b u t a s a v i t a l s u b j e c t w h ic h c l a s s
room t e a c h e r a n d c h i l d r e n in to
can le a r n and e n jo y a s i t
fits
t h e w h o le p ro g ra m o f e d u c a t i o n , 2.
A s u p e r v is o r y program i s
g u id a n c e and e f f e c tiv e n e s s te a c h e rs in
se rv ic e .
beyond th e t r a in e d o f th e
e s s e n t i a l to
th e
o f th e m u s ic a l g ro w th o f
No e d u c a t i o n a l p r o g r a m c a n a d v a n c e
e ffic ie n c y o f i t s
su p e rv iso r is
p aram o u n t in
te a c h e rs.
stim u la tin g
The d u ty c o n tin u e d
a d v a n c emen t * 3.
The p ro b le m o f p r o v i d i n g m u s i c a l t r a i n i n g
fo r
e l e m e n t a r y t e a c h e r s w i l l b e s o l v e d o n l y w hen a d m i n i s t r a to rs,
su p e rv iso rs,
c o m b in e t h e i r fro m th e
e ffo rts
c o lle g e s and u n i v e r s i t i e s
t o w ork o u t p l a n s w h ic h a r e p r a c t i c a l
sta n d p o in t o f a l l
to b rin g about th is m u sic
te a c h e rs*
co n cern ed .
c o o p e ra tio n
The i n i t i a l
ste p s
sh o u ld be ta k e n by th e
su p e rv iso r. 4.
C o lle g e s o f f e r in g m u sic a l t r a i n i n g
to in -
s e r v ic e e le m e n ta ry te a c h e r s sh o u ld p la n
th e c o n te n t o f
th e c o u rse s
A d istin c tio n
to m eet p re s e n t-d a y n e e d s .
s h o u l d b e m ade b e tw e e n t h e ta ry
s k i l l s n e e d e d b y t h e e le m e n
t e a c h e r a n d th e m u sic s p e c i a l i s t *
th e m se lv e s sh o u ld be a llo w e d to in
c h o o sin g c o u rs e s s u i t e d
to
T each ers
e x e rc ise
se lf-d ire c tio n
t h e i r in d iv id u a l need s,
s e t u p v a l i d g o a l s f o r t h e i r own e f f o r t s .
and
E x p e rie n c e s in
66 m u sic a l a c t i v i t i e s
sh o u ld be in c lu d e d ,
p ro v id e d fo r l is te n i n g
o p p o rtu n itie s
t o m u ch f i n e m u s i c ,
a n d m e th o d s
c o u r s e s su p p le m e n te d w ith o p p o r t u n i t i e s f o r o b s e r v a t i o n . III. 1.
RECOMMENDATIONS
T h a t t h e R e s e a r c h C o u n c il o f t h e M u sic E d u c a
t o r s 1 N a t i o n a l C o n fe re n c e a p p o i n t a c o m m itte e t o
stu d y
t h e n e e d s t h r o u g h o u t t h e c o u n t r y a n d m ake r e c o m m e n d a t i o n s f o r th e m u sic a l tr a in in g in
o f th e e le m e n ta ry s c h o o l te a c h e r
se rv ic e . 2.
T h a t m u s i c e d u c a t o r s m ak e c o n c e r t e d e f f o r t
b r i n g a b o u t t h e a p p o in tm e n t o f a s t a t e m u sic in
ev ery s ta te
in
to
su p e rv iso r
o rd e r t h a t th e d e m o c ra tic i d e a l in
m u s i c e d u c a t i o n m ay b e m o r e r a p i d l y a p p r o a c h e d . 3. se rv ic e s
That c o lle g e s and u n iv e r s itie s
e n la rg e t h e i r
to m eet th e n eed s o f te a c h e r s by o f f e r in g m u sic a l
t r a i n i n g b y som e f o r m o f e x t e n s i o n c o u rses be v ita liz e d
se rv ic e ,
and th a t
th e
i n k e e p i n g w ith t h e b e s t m odern
e d u c a tio n a l p r a c tic e s . 4.
That school a d m in istra to rs
en co u rag e te a c h e r s
to ta k e a d v a n ta g e o f e v e ry o p p o r tu n ity to a c q u ir e m u s ic a l s k ills ,
i n c r e a s e d m u s i c a l k n o w l e d g e , a n d m o re e f f i c i e n t
t e a c h i n g m eth o d s i n o r d e r t h a t
e v e r y s c h o o l m ay h a v e t h e
r i c h b e n e f i t s o f a f i n e m u s ic a l pro gram .
67 5.
That p e rtin e n t a r t i c l e s
on m u s i c e d u c a t i o n i n
th e e le m e n ta r y s c h o o l h e c o n t r i b u t e d b y m u sic e d u c a to r s to
such p r o f e s s io n a l p e r io d ic a ls a s a re g e n e r a lly re a d
by te a c h e rs and sch o o l a d m in is tra to rs ; re la te d
and th a t books
t o m u s ic e d u c a t i o n w h ic h w i l l c o n t r i b u t e
to th e
p r o f e s s i o n a l im p ro v em en t o f t e a c h e r s b e p l a c e d a t t h e i r d isp o sa l.
BIBLIOGRAPHY
BIBLIOGRAPHY I.
PERTAINING TO IN -SER V IC E
TEACHER TRAINING IN GENERAL A tk i n s o n , C a r r o l l , R a d io E x te n s io n C o u r s e s B r o a d c a s t f o r C r e d i t * B o s t o n s M e a d o r P u b l i s h i n g C o m p a n y , 1941* 128 p p . B a t h u r s t , E f f i e G . , T e a c h e r s C o l l e g e F o l l o w Up S e r v i c e , I t s F a c t o r s a n d D ev elo p m en t in an U n s u p e r v is e d A r e a . New Y o r k : T e a c h e r s C o l l e g e , C o l u m b i a U n i v e r s i t y , 1 9 3 1 89 p p . C a l i f o r n i a D e p a r tm e n t o f E d u c a t i o n , M u s ic E d u c a t i o n i n th e E le m e n ta ry S c h o o l. S a c ra m e n to ; C a l i f o r n i a S t a t e D e p artm en t o f E d u c a tio n , 1939. 132 p p . C a r t e r , T . M . , wT h e M i c h i g a n S t u d y o f T e a c h e r E d u c a t i o n , 1* E d u c a t i o n a l A d m i n i s t r a t i o n a n d S u p e r v i s i o n , XXVII (O c to b e r, 1 9 4 1 ), 5 3 4 -4 0 . C r e e s e , J a m e s , The E x te n s i o n o f U n i v e r s i t y T e a c h i n g . New Y o r k ; A m e r i c a n A s s o c i a t i o n f o r A d u l t E d u c a t i o n , 1941. 170 p p . D a v i d s o n , I s o b e l , **A d a p t a t i o n o f S u p e r v i s i o n t o G r o u p D i f f e r e n c e s Among T e a c h e r s , n R u r a l S c h o o l S u p e r v i s i o n B u re a u o f E d u c a tio n B u l l e t i n , No. 2 4 , 1 9 2 7 . W ash in g to n # G o v ern m en t P r i n t i n g O f f i c e . Pp. 1 -1 0 . D a v i s , F r a n k G . , a n d G e o r g e B . R o b i n s o n . lfT h e Summer S ch o o l in th e T ra in in g o f T e a c h e rs, E d u c a tio n a l A d m i n i s t r a t i o n a n d S u p e r v i s i o n , XXVII ( O c t o b e r , 1 9 4 1 ) 5 4 1 -5 . D u n n , F a n n i e W ., lfW h at i s S u p e r v i s i o n , M I m p r o v e m e n t o f I n s t r u c t i o n in R u ra l S c h o o ls th ro u g h P r o f e s s io n a l S u p e r v i s i o n . B u re a u o f E d u c a t i o n , B u l l e t i n , No. 1 2 , 1926, W a s h in g to n ; G overnm ent P r i n t i n g O f f i c e . Pp. 5 G o re , G eo rg e W illia m , I n S e r v i c e P r o f e s s i o n a l Im provem ent o f N e g r o P u b l i c S c h o o l T e a c h e r s i n T e n n e s s e e . Few Y o rk ; T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 4 0 . 142 p p .
70 G ra y , W illia m S . , The P r e p a r a t i o n a n d I n - S e r v i c e T r a i n i n g o f C o lle g e T e a c h e rs . C h ic a g o ; U n i v e r s i t y o f C h ica g o P r e s s , 1938* 230 p p . H e a to n , K e n n e th L . , P r o f e s s i o n a l E d u c a tio n f o r E x p e rie n c e d T e a c h e r s ; T h e P r o g r a m o f t h e Summer W o r k s h o p . C h ic a g o ; U n i v e r s i t y o f C h ica g o P r e s s , 1 9 4 0 . 142 p p . H ehb, B e r th a Y e l l , C r e d it f o r P r o f e s s i o n a l Im p ro v em en t o f T each ers. W a sh in g to n ; G o v ern m en t P r i n t i n g O f f i c e , 1922. 7 pp. H i l l , R o b ert R u s s e ll, R e la tio n o f T each er P re p a ra tio n to P u p il A c h ie v e m e n t. N a s h v i l le , T e n n e sse e ; Peabody C o lle g e f o r T e a c h e rs , T h e s is (P h . D . ) , 1936. 34 p p . H o l l i s , E r n e s t V ., ^ M o d ify in g G r a d u a te S c h o o l P r a c t i c e s , n T h e E d u c a t i o n a l R e c o r d . X X II ( O c t o b e r , 1 9 4 1 ) , 5 2 9 - 4 3 . H u n t l e y , E . L . , ^ T e a c h e r s Too L e a r n b y D o i n g , 11 A d u l t E d u c a t i o n B u l l e t i n . IV ( J u n e , 1 9 4 0 ) , 1 4 8 - 5 1 . K y t e , G e o rg e C ., The E le m e n t a r y S c h o o l P r i n c i p a l a s a B u ild e r o f T e a c h in g M o ra le . R e s e a rc h B u l l e t i n o f th e N a t i o n a l E d u c a t i o n A s s o c i a t i o n , IX ( M a r c h , 1 9 3 1 ) , 1 1 8-119. L i n d e r , R o s c o e G e o r g e , An E v a l u a t i o n o f C o u r s e s i n E d u c a t io n o f a S t a te T e a c h e rs C o lle g e b y T e a c h e rs in S e rv ic e . New Y o r k ; T e a c h e r s C o l l e g e , C o l u m b i a U n iv e rs ity , 1935. 156 p p . L o s A n g e l e s C i t y S c h o o l s , R e p o r t o n t h e Sum m er W o r k s h o p . L os A n g e le s; O f f ic e o f th e S u p e r in te n d e n t, 1941. 112 p p . N a t i o n a l S o c i e t y o f C o lle g e T e a c h e r s o f E d u c a t i o n , The E d u c a tio n o f T e a c h e r s . T h ir t e e n t h Y earb oo k, 1935. P e a r s o n , C o r a , rtR u r a l S c h o o l S u p e r v i s i o n f r o m t h e V ie w p o i n t o f t h e C o u n t y S u p e r v i s o r , ff I m p r o v e m e n t o f I n s t r u c t i o n in R u ra l S c h o o ls T hrough P r o f e s s i o n a l S u p e r v i s i o n . B u re a u o f E d u c a t i o n , B u l l e t i n , No. 1 2 , 1926. W a sh in g to n ; G overnm ent P r i n t i n g O f f i c e . Pp. 11-1 4 . R u s s e l l , C h a r l e s , The Im p ro v em en t o f t h e C i t y E le m e n ta r y School T eacher in S e rv ic e . New Y o r k ; T e a c f i e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 2 2 . 139 p p .
71 S a t t e r b u r g , W a l t e r H o y , ’’T h e I n - S e r v i c e T r a i n i n g o f F r e s n o C o u n t y E l e m e n t a r y T e a c h e r s , ’1 U n p u b l i s h e d M a ste r* s t h e s i s , U n i v e r s i ty o f S o u th e rn C a l i f o r n i a , L os A n g e l e s , 194 1 )* 78 p p . S m ith , G eorge B a x t e r , C o o p e r a t i v e I n - S e r v i c e T e a c h e r E d u c a t i o n , ” A d u l t E d u c a t i o n B u l l e t i n . IV ( A p r i l , 1 9 3 9 ) , 17 -1 9 . S t o o p s , E m e r y , ’’P r o f e s s i o n a l G r o w th o f T e a c h e r s i n S e rv ic e * ” E d u c a tio n a l A d m in is tra tio n and S u p e rv is io n , XXVII ( D e c e m b e r , 1 9 4 1 ) , 6 9 8 - 7 0 2 . W h i t n e y , F r e d e r i c k L a m s o n , T h e G r o w th o f T e a c h e r s i n S e r v i c e . Hew Y o r k s T h e C e n t u r y C o m p an y , 1 9 2 7 . 308 p p . W ie se , M ild re d J . , C o n f e r e n c e s f o r t h e E d u c a tio n o f T e a c h e r s ,” A d u lt E d u c a tio n B u l l e t i n , I I I (O c to b e r, 1 9 3 8 ) , 20 -2 2 * W ith e r in g to n , A u b rey M ilto n , L e g a l T ren d s o f I n - S e r v ic e T ra in in g o f P u b lic S chool T e a c h e rs. N a s h v ille , T ennessee? Peabody C o lle g e f o r T e a c h e rs , 1934. 9 pp. Y e a g e r, W illia m A ., S t a t e C e r t i f i c a t i o n a s a F a c to r in th e T ra in in g o f E le m e n ta ry T e a c h e rs In S e r v i c e , T h e s is , (P h . D .y , P h i l a d e l p h i a ; U n i v e r s i t y o f P e n n s y lv a n ia , 1929. 350 p p . II.
PERTAINING TO MUSICAL TRAINING FOR THE IN -SER V IC E ELEMENTARY SCHOOL TEACHER
B a r r , G e o r g e F . , ’’M u s i c a l E q u i p m e n t a n d N e e d s o f t h e P r o s p e c t i v e T e a c h e r , ” M u s ic E d u c a t o r s N a t i o n a l C o n fe re n c e . Y earb o o k , 1 9 3 9 -4 0 . Pp. 43 5 -8 . B e a t t i e , J o h n W ., ’’M u s i c a l E d u c a t i o n o f t h e G r a d e S c h o o l T e a c h e r , i n T r a i n i n g a n d i n S e r v i c e , ” M u sic E d u c a t o r s N a tio n a l C o n fe re n c e . Y earbook, 1929. Pp. 5 4 9 -5 1 . B u r n s , S a m u e l T . , ’’T h e L o u i s i a n a P l a n f o r R u r a l S c h o o l M u s i c . ” M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e . Y e a r b o o k . 1938. Pp. 2 3 9 -4 2 . _________ , ’’S c h o o l M u s ic i n L o u i s i a n a , ” M u s ic E d u c a t o r s N a tio n a l C o n fe re n c e . Y earbook, 1938. Pp. 1 0 7 -1 2 .
72 B e h r e n s , F . W. R ., . A d v a n t a g e s f o r R u r a l S c h o o l s o f a C o u n t y - w i d e O r g a n i z a t i o n , 11 M u s ic E d u c a t o r s N a t i o n a l C o n fe re n c e . Y earbook, 1936. Pp. 177-80. C a r s o n , C l e v a J . , " I n - s e r v i c e T r a i n i n g i n M u s ic o f t h e G r a d e T e a c h e r . ” M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e . Y earb o o k , 1 9 3 7 . Pp. 19 0 -9 5 . D e n n i s , C h a r l e s M ., " T r a i n i n g o f T e a c h e r s i n S e r v i c e , ” M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e . Y e a r b o o k , 1 9 3 6 . Pp. 6 8 -9 . D o u g l a s , D e a n E . , flT h e E l e m e n t a r y M u s i c S u p e r v i s i o n P ro g ra m o f M i s s o u r i R u r a l S c h o o l s , ” M u sic E d u c a t o r s N a tio n a l C o n fe re n c e . Y earb o o k , 1939. Pp. 2 0 6 -7 . D y k e m a, P e t e r W ., M u s i c f o r P u b l i c S c h o o l A d m i n i s t r a t o r s . New Y o r k s T e a c h e r s C o l l e g e , C o l u m b i a U n i v e r s i t y , 1 9 3 1 . 171 p p . F e n w i c k , G. R o y , " M e t h o d s a n d D e v i c e s f o r T e a c h e r I m p r o v e m e n t , ” M u sic E d u c a t o r s N a t i o n a l C o n f e r e n c e . Y e a r b o o k , 1936. Pp. 8 1 -2 . F i s h e r , C . H . , " M u s ic T r a i n i n g E s s e n t i a l f o r t h e M o d e rn T e a c h e r i n t h e E l e m e n t a r y S c h o o l , 11 M u s i c E d u c a t o r s N a tio n a l C o n fe re n c e . Y earbook, 1933. F u n c h e s s , L lo y d V ., " S t a t e S u p e r v i s i o n i n L o u i s i a n a , ” M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e . Y e a r b o o k , 1 9 3 9 . Pp. 2 06-7. G l e n n , M a b e l l e , A n I d e a l M u s ic S u p e r v i s o r , ” M u s ic E d u c a to rs N a tio n a l C o n fe re n c e , Y earb o o k , 1936. Pp. 76 -9 . H e f f e r n a n , H e l e n , " M u s ic E d u c a t i o n i n t h e R u r a l S c h o o l s o f C a l i f o r n i a , ” M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e , Y earb o o k , 1939. P p. 210 -1 2 . K e l l e r , E d i t h M . , " P r o m o t i n g a S t a t e - w i d e M u s ic P r o g r a m , ” M u 3 ic E d u c a t o r s N a t i o n a l C o n f e r e n c e . Y e a r b o o k ^ 1 9 3 9 . Pp. 19 9 -2 0 1 . _________ , " R e p o r t o f t h e R u r a l S c h o o l M u s ic C o m m i t t e e ; Some R e c o m m e n d a t i o n s , ” M u s ic E d u c a t o r s N a t i o n a l C o n fe re n c e . Y earb oo k, 1938. Pp. 25 2 -3 .
73 M o rg a n , R u s s e l l V ., " P l a n o f S u p e r v i s i n g M u s ic i n C l e v e l a n d , 1* M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e , Y earb o o k , 1936. Pp. 7 0 -2 . O t t e r s t e i n , A d o l p h W ., " M u s ic T r a i n i n g f o r G e n e r a l C la s s r o o m T e a c h e r s , " M u sic E d u c a t o r s N a t i o n a l C o n fe re n c e , Y earb o o k , 1938. Pp. 175-8. P e r h a r a , B e a t r i c e , M u s ic i n t h e New S c h o o l . C h ica g o ? N e i l A . K j o s M u s ic C om pan y, 1 9 4 1 . 18 8 p p . P i t t s , C a r o l M .. " l h a t t h e C l a s s r o o m T e a c h e r f J a n t s o f t h e S u p e r v i s o r , " M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e , Y earb oo k, 1936. Pp. 8 1 -2 . S c h u e t t e , M a r i e A n n a , "An E v a l u a t i o n o f O p i n i o n s o f P r i n c i p a l s a n d . T h e i r B e g i n n i n g M u s ic T e a c h e r s C o n c e rn in g th e A dequacy o f T e a c h e r T ra in in g C o u rses O f f e r e d b y New Y o r k I n s t i t u t i o n s . " U n p u b l i s h e d t h e s i s p re s e n te d to th e S ch o o l o f E d u c a tio n , U n iv e r s ity o f C a lif o r n ia , 1930. 174 p p. S m i t h , F o w l e r , " C o o p e r a t i v e S u p e r v i s i o n , " M u s ic E d u c a t o r s N a tio n a l C o n fe re n c e . Y earbook, 1936. Pp. 8 6 -8 . S o m m e r s , H o b a r t M .. " I m p r o v e m e n t o f C l a s s r o o m I n s t r u c t i o n b y I n s p e c t i o n , " M u s ic E d u c a t o r s N a t i o n a l C o n f e r e n c e , Y earb oo k, 1936. Pp. 7 9 -8 1 . W e i s , E z r a H . F . , T he M u s ic P r e p a r a t i o n o f E l e m e n t a r y T e a c h e rs in S t a t e T e a c h e rs C o lle g e s ; a S tu d y L im ite d t o T e a c h e r s B e lo w t h e S e v e n t h G r a d e i n F i v e M i d w e s t e r n S t a t e s . New Y o r k ; T e a c h e r s C o l l e g e , C o l u m b i a U n iv e rs ity , 1934. 104 p p . W o lfe , I r v i n g , " T e a c h e r P r e p a r a t i o n fro m th e T e a c h e r s P o i n t o f V ie w ," M u sic E d u c a t o r s N a t i o n a l C o n f e r e n c e , Y earb oo k, 1 9 3 9 -4 0 . Pp. 4 3 9 -4 3 .