xt79kd1qjx2z https://exploreuk.uky.edu/dips/xt79kd1qjx2z/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1959-06 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Music Education", vol. XXVII, no. 6, June 1959 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Music Education", vol. XXVII, no. 6, June 1959 1959 1959-06 2022 true xt79kd1qjx2z section xt79kd1qjx2z  
 

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gtt'yEDUCATIONAL BULLETIN

 

 

 

 

 

 

 
 
  

 

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Published by

DEPARTMENT OF EDUCATION
ROBERT R. MARTIN

k
‘djfl.3‘" Superintendent of Public Instruction
‘2‘ Frankfort, Kentucky
Wk. 1;:

E
ISSUED MONTHLY

Entered a: second-class matter March 21, 1933, at the post office at
ankfort, Kentucky, under the Act of August 24, 1912.

  
 

 

 

 

 

POSTMASTER: SEND NOTICES OF N

CHANGES OF ADDRESS 0N FORM 3579

VOL. xxvn JUNE, 1959 NO. 6

LIBRARY ‘
UNIVERSITY OF KENTUCKY

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FOREWORD

School people and laymen for some time have proposed that a
reference and guide is needed to define and elarify desirable prac-
tices in school music. It was felt that the publication of an authori-
tative compilation of accepted praetiees would assist such persons
in the further development of music education in Kentucky.

it is recognized that various local factors control the scope,
depth. and rate of growth of any curriculum. However, eertain fun-
damental principles apply in any given situation. This Bulletin
states and defines basic concepts and practiees essential to the
(levelolmient ot.‘ a sound music program and outlines desirable goals
for the various areas (general music, band, chorus, et cetera.) and
grade levels. It is hoped that it will serve as a. guide for those re—
sponsible for teacher preparation. as a source of information for
new teachers, a resource for experieneed teachers, a. handbook for
administratm's, and a reterenee t'or lay persons. ‘

RtHSEH’l‘ R. MART [N
Nitperrntendenl‘ of Public Instruction

 

 

 

 

 

 

 

 

 

 

 

 

  

     

ACKNOWLEDGMENTS

The development of this Bulletin was possible only through co-
operative efforts of many state educators including musm teacheis,

classroom te

achers, administrators, college teachers, members of the

Division of Instructional Services, the Division of Teacher Education
and Certification, and the Division of Guidance Services, State De-
partment of Education. The following; served as chairmen or com-
mittee members in the development of sections related to the several
areas included in the Bulletin or in editing the first draft:

Adams, Earl
Beach, Joe
*Boswell, Helen
Brock, Mrs. Raymond
Carpenter, Mrs. Lillian
Chapman, Mrs. V. Ruth
Combs, Louise
**Darnall, Josiah
Dean, Marvin G.
Dowdy, Dean
Dodson, Mrs. Dorothy
Duncan, J. E.

Elswick, Donald E.
Fitzgerald, Bernard
Gentry, Richard Lee
Graham, John
Greene, Daisy
Green, Henry

Griffith, Robert
Griffy, John
Hackett, Byron
*Hand, Bessie V.
Howard, Cemira
Kammerer,

Mrs. Margaret
Kriete, Alma
Lewis, Mildred
Livingston, David
Livingston, Mrs. Joyce
McConnell, Edna
Miller, Mrs. Madonna
Nash, Gordon

    

Supervisor

Music Teacher

Music Supervisor
Music Teacher

Asst. Music Supervisor
Supervisor

Division Director
Music Supv., Trg. Sch.
Head, Music Dept.
Music Head

Music Teacher

Head, Music Dept.

Division Director
Head, Music Dept.
Supervisor

Music Teacher
Music Teacher
Music Faculty

Music Teacher
Music Teacher
Music Teacher
Music Teacher
Music Teacher

Music Supervisor
Music Teacher
Music Faculty
Music Teacher
Music Teacher
Classroom Teacher
Classroom Teacher
Extended Services

$3310.91“, Kentucky Music Education Association
lemdent’ Kentucky Music Education Association

239

Dept. of Education
Lexington City Schools
Louisville City Schools
Campbell Co. Schools
Louisville City Schools
Dept. of Education
Dept. of Education
Murray State College
Asbury College
Hopkins Co. Schools
Warren Co. Schools
Morehead State
College
Dept. of Education
Univ. of Kentucky
Dept. of Education
Bourbon Co. Schools
Lexington City Schools
Kentucky State
College
Louisville City Schools
Corbin City Schools
Hopkins CO. Schools
Louisville City Schools
Lexington City Schools

Jefferson Co. Schools
Louisville City Schools
Univ. of Kentucky

Franklin Co. Schools
Franklin Co. Schools
Louisville City Schools
Louisville City Schools
Univ. of Kentucky

 
 
 
 

 

 

 

   

 

 

 

 

 

 

 

  

Noe, Sam V.
Noel, Barbara
Phipps, Curtis
Rose, Vance
Sauer, Mrs. Dorothy
Shindelbower, D. N.
Simandle, Sidney
*South, Eudora
Stewart, Sedley
Taylor, Claude
Taylor, Sam B.
Thompson, A. G.
Tucker, Mrs. Ruth
Helen

Van Peursem, James E.

Wilder, O. B.
Worrel, J. W.
Zerkle, Zaner
Zurfluh, John

Asst. Superintendent
Music Teacher
Division Director
Principal
Classroom Teacher
Supervisor

Asst. Div. Director
Music Teacher
Superintendent
Asst. Div. Director
Supervisor

Head, Music Dept.

Music Teacher
Head, Music Dept.

Supervisor

Music Faculty

Music Supervisor
Asst. Music Supervisor

Louisville City Schools
Hopkins CO. Schools
Dept. of Education
Louisville City Schools
Louisville City Schools
Dept. of Education
Dept. of Education
Frankfort City Schools
Lee Co. Schools
Dept. of Education
Dept. of Education
Georgetown College

Hopkins CO. Schools

Eastern Ky. State
College

Dept. of Education

Univ. of Kentucky

Lexington City Schools

Louisville City Schools

*Officer, Kentucky Music Education Association

l
l
; A special word of appreciation goes to Miss Alice Clasbyim‘
1 her valuable assistance in editing and duplicating the original draft
l

Donald E. Elswick, Director

W. M. McQueen
1 Division of Instructional Services

Supervisor of Music Education

 

 

 

 

240

   
 
 
 
 
 
 
 
 
  
  
 
  
  
  
  
  
  
   
   
   
  
 
 
 
 
  
 
  
  
 
 
 
 
 
 
 
 
 
 
 
 
   

10015
10013
n I.
11
10013 II.
III.
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VI.
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VII.
VI II.
m 1X.
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hook X.
hools XI.
XII.
; for XI I I.
Irafi. XIV.
XV.
, XVI.
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XVI I.
XVI I I.
X I X.
XX.
XXI.
XXI I.
XXI I I.
XXIV.
XXV.
XXVI.
XXVI I .
XXV II I.
XXIX.
XXX.
XXX I.
XXX I I.

Illustrations and Figures

Page
The Administrator’s Point of View ................. 251
Group Planning .................................. 257
Concert Tillie .................................... 263
Music and Special Education ...................... 268
Baton Hand ..................................... 278
Baton Figures ................................... 279
Supervisory Leadership ........................... 288
Distribution of Music Teacher Assignments ........ 295
Circular Rehearsal Room ......................... 299
.Ii‘loor Plan for One-teacher Music Department ...... 301
Choral Rehearsal Room—Practice Rooms ........... 304
Activities and Experiences in Music, Education ...... 305
I*‘()Ikl)ancingisFun 3l3
Sixth Grade Music Class .......................... 320
Planning the Elementary Music Program ........... 323
Singing is Fun .................................. 324
llighSehool Chorus 331
Brass\Vood\vinds 335
Bands on Parade 337
Lower Strings ................................... 34:3
Heterogeneous \Vind Class ........................ 851
Learning to Play and Respond to Music ............ 353
Junior High Brass Quartet ........................ 356
Organized Activity ............................... 35!)
Festival Contest Districts . . . . . . . . . . . . . . . . . . . . . . . .363
Choral Dance Festival ............................ 364
Kentucky’s National Music, Camp . . . . . . . . . . . . . . . . . .366
Single Band Camp .............................. 367
Cooperative Camp 368
Planning One Day Clinie .......................... 369
Distribution of Telecast Stations . . . . . . . . . . . . . . . . . . .370
A COOperative. Presentation ....................... 372

241

 

 

 

 

 

 

 

 

 

 

 

  

 

 

CONTENTS
Page
Foreword 237
Acknowledgments 239
FOUNDATION OF MUSIC EDUCATION . .. ....1...1..24i
Basic Concepts ..................................... 947
Gene1al Education ...... ..............__..248

The Place of Music 111 a Total
Educational Experience ......................1?49
The Administrator’s Point of View . . . . . . . . . . . . . . . ,...251
Implementation .................................... 258
Planning and Developing of Policies. . . . . . . . . . ”4.258
The Role of the State Department of Education . , . . .,..259
Foundation Program ..............................‘259
General Provisions 960

Supervision ................................... ‘260
Administrative and Special Instructional
Services (ASIS) ............................. 260

Contributions to the Music Program . . . . . . . . . . ”.260
Special Requirements for Maintaining

an ASIS Unit ................................ 250

Function of State Department of Education ......251

Trends Affecting High School Music Programs ........2[51

Implications in Development of Music Program .....JZU?

Program ofStudies 304

MUSICAL VALUES AND EDUCATION . . . . . . . . . ...-W
MusicalValues 76‘
About Learning. 060

G1oss PatteIns and Refinement. 2‘“

G1o'wth and Development .. . . . . . . . . . . . . . . . “-2“

Musical Readiness 2'1

Learning Process in Action ......................w;‘g

Value-Effort .................................. all
Conducting ~11 Teacher Role ....................----‘
Baton Technique (or Principles ‘lili
Involved in Baton Technique) . . . . . . . . . . . . N960
Teaching Through Conducting . . . . . . . . . . . . ...---910
.1

Rehearsal Techniques . . . . . . .

"H 281
Principles of Reheaisal Technique Developmellt

242

II

II

 Page
23i
239

. .21?
. .947
. 324$

 

CONTENT SflCc at iuucd
P

Supervision ........................................
State Supervision of Music ......................
Tentative Goals and Objectives ...................
lnnnediate Goals ...............................
Supervision at Local. Level .......................
Supervisory Leadership .........................

Eraluuticn ........................................
Interpretation of Test Results ...................
Variable Standards .............................
Absolute Standard .............................
Constant Evaluation ............................

HI. PROGRAM PLANNlNG AND .l)E\'ElJ(>l,’MENT ........

Essentials of Quality Program .......................

About the Teacher ..................................

Competencies of u Y'a'etve-gradc Teacher ...............
Certification and Qualifications .................

Facilities and Equipment ............................
Instructional Space .............................
lustrumeutal Needs ............................
Suggested Basie Kits ...........................

Plan of Instruction .................................
What Taught (Activities and Experiences

in Music Educatiin ..........................

Organization and Scheduling ........................
Problems in Schedule Development ...............
Suggested Schedule Patterns .....................
Elementary School .............................
Length of Period ...............................
Class Size .....................................
Private Lessons ................................
Credit ........................................
Utilization of Teacher’s Time ....................
Instructional Materials ..........................
Maintaining Direction .............

11’. SPECIAL AREAS
MUSE]: giiniflllimzltary School ......................

r n t, , et1V1ty ...........................

Reading Experience ............................

Part Singing ..................................

243

age
284:
285
286
286
287
287
288
291
291
292
292
294
294
294
296
299
299
300
300
301
303

303
306
307
308
308
309
309
310
310
310
311
311
313
313
316
317
318

 

 

 

 

 

 

 

 

 

 

 

     
   

  
 
 
 
 
 
 
 
 
 
 
 
  
 
 
  
 
 
 
 
 
 
   

 

 

 CONTEN’I‘S—(‘o 11 'l in Hm?

I i The Creative l’rog'rmn ..................33
The Listening- Program .........,. . . . . . . . . ......311
3 Spe . ,. I t .. '

lusic Lducatms National Conference in 1948 one

251

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

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l

 

 

 

of the finest addresses on Muxic Education l have ever read 0111.

subject. Among other things he told this group:

Music . . . is now one of the fundamentals in the program ofthe
schools. . . . We need the help of music more than ever before,
all over the world—and we need it especially in our own coun.
try. . . . This is the time to step up our emphasis on music edu-
cation; let our music in the schools and colleges and churches,
and in our community organizations of all kinds become more
active than ever before. . . We need the help of all possible
musical resources in order to keep our balance in these troublous
times when the whole world seems somewhat out of joint.
It is naturally true, therefore, that music has come to be a part
of what is regarded as general education or the common learn-
ings. . . . Thus it is that any consideration of what is called gen-
eral education in our schools and colleges gives large place to
music, not as a side show, but as an integral part of the total
scheme.

Dr. Stoddard ’s statements of ten years ago are, to 111e,eve1111111
significant today. The role 111° general education with its 1311111111151
upon citizenship. cultural activities. and worthy use of leis111'eti11
assumes far greater importance when one considers what aut011111ii111
is doing and will do for man’s vocational time and what a te1'1'ifi1'i1z‘:
pact television is making on his leisure time.

 

The place for music good 1nusic#in a total school 111011111?
should be more secure today than it ever has been. It should bet
integral part of the curriculum and should not be considered it8
luxury or as something extra. (fan one be considered educated t111l1l
Without some knowledge and appreciation of music?

The ad1ni11istrato1 in looking at the music propram i11 1115111111
or school system can 1>enerallyt alie 1)] Me. 111 the g1o11tl1 musicl Mill
in the past twenty —fiye years. espe 11ially the g11mtl121111111111'11'1'1111'1t0111ll-
gioups, such as bands 11111 hestras. and 1>'lec 1lubs. ’l‘he 111(11eases 11111.
amount 0t tax money budgeted to1'11111sic instruction has 11111111111“
status and security in his program of general education and has "1‘”
for increasing numbers opportunities to pursue eai eers 21s 1110fessiol'3
musicians. These pe1t’orn1i11ggroups at athletic contests 11111111111
clubs, and (:1 Vic functions not only have added enri1 l1111e11t t0 the 1“
formers educational 1nogra111s but they have been 11'1catl)11bhfk
tions agencies for the total school 1'1101.2r '1111. llusic is 0011913113“
c1‘Dted for all pupils throu11'l'11n1t the eleinentai Y Schools lt is1e1111i1
generally in the iirst two years of the junior high and is “:1 1’01“lib
elective for performing groups in the senior high scllUOl

252

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ath
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The administrator is also confronted with several problems con—
eerning the adequacy and quality of his music program. .In the
elementary schools the teacher in the self-contained classroom is all
too often poorly trained in music, has little or no musical talent,
and has less interest in teaching it. To aid and upgrade this teacher
through an in-service training program taxes the imagination and
patience of the administrative and supervisory staffs. In the junior
high school with its music specialists and adequate equipment, the
administrator encounters too many students with well—developed
antagonism toward music. The exploratory years too often kill
rather than nurture and give appreciation to the contributions we
believe music has to offer most individuals. This unacceptance leads
to avoidance of opportunities for general music at the senior high
level.

If music is to have a place in the total school experiences of
the learner, these problems must be thoroughly studied by the ad-
ministrator. If music is the one universal language, if it does have
the power to bring about mutual understanding and good will among
the peoples of the world, if it does have thereapeutic as well as
esthetic values, and if excellence in music can lead to vocational
competencies for the more talented*and I think administrators gen—
erally believe music does have these powers—then our course offer—
ings must be evaluated in terms of the contributions they can make
along these lines in the lives of our pupils.

THE MUSIC PROGRAM IN OUR
SCHOOLS TODAY
by
Sedley Stewart, Superintendent
Lee County Schools

Musi- .. - .
0... C has been 1n the currlculum of the Lee County Schools,
”maps one throng-h tivelve

accept it as one of th
the lives of our bov
program, have

, for the past eight years, and we now
e fundamentals in our program. \Ve feel that
S and girls, through participation in a music
been greatly enriched.

M." knowledge

Drew: and experlence in connection with the music
h1am leads me to

believe that
1. Music is an integr

‘11 Dart of our lives~ ther f - - '
. ' » , e ()1 , o 1 ,,
Should be , 0 good music

an integral part of our school program.

253

 

 

 

 

 

 

 

  

 

 

  

 

 

a. To have an adequate program a special teacher of 1111‘
should be employed to aid the 1lass1'oom te 1111111111 tl111‘
mentary schools.

3_ As in other subjeetfis some pupils have more aptihulel
music than others, but whatever 3Ptimde a; Child 11111111

is like, a sleeping dog unless it is developed. in (lCYGlOplll.

this aptitude it provides an outlet for self-expressi011.11
preciatiou for better things, teaehers’ cooperation, poiseaa.
self—confidence.

4. Music provides good entertainment in both schools 11111l111
munity and is a worthy use of leisure time in the home.

r). The music program should be designed to meet the 11ee1l111.
aptitude of each individual pupil—~11 lighter progrznnfou
less gifted and a more intensive program tor the gift
The music program should p111vi1le, oppoitunitv t111'1l111
who des:1e to puisue careers as professional 11111si1'i11111.

MUSICAL VALUES
by
Leo B. Ball, Principal
Second Street School
Frankfort, Ky.

Public school music serves a very real need of our boys 11
girls. One has but to look about to realize that music plziys‘altl
part in every facet of our lives. lf one goes to church.11111111li1'l“
gram, a party, a ball game, or most any kind of a gathering 11111
is always a demand for some type of music.

There is scarcely a home to be found without an i11sti'1111111111
either producing 01' reproducing music. Very fev auto11111l11l1511
sold without a radio and some have record plavers. The 111111111
radio is almost standaid equipment at, the be 11 ll 111' picnic. RM”
ings are sold by the millions and Hi Fi sets are being sol1l1111‘
increasing numbers.

At this point one may ask why this is true. Maybe it 13111-111111
about by an increased amount of leisure time, a greater 111111111 1111“
surplus 1110111 v 01' the greater stresses and strains of a in 11 '1
of life. \Vhatever the causes, it would seem time for 1111'“ “‘1
teachers music supervisors administrators and others t0 5‘”
togethe' and take a good look at the prooram of public s1l100111111

254

   

titude
may ha:

lei'elopi.

ission. 1:;
poise a

and 131-;

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for 1111‘

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In many situations, pupils come from different sections of the l
state, and needless to say have many different kinds of musical 1‘ ll
backgrounds which range from no training to that of having a very 1
high d