What Are We Here For?
Identifieur interne : 000192 ( Istex/Corpus ); précédent : 000191; suivant : 000193What Are We Here For?
Auteurs : Mary-Lynn DrakeSource :
- Music Educators Journal [ 0027-4321 ] ; 1947-02.
English descriptors
- Teeft :
- Actual schoolroom tests, Adolescent ages children, Advantageous opportunity, Adventurer blackhawk cummings skornicka, Alford monarch olivadoti entry ringling bros, America forrest, Aotoe inyour, Appealing material, Appreciation courses, Approachedin order, Approval service, Atenor reeds, Breathing mechanics, Buccaneers chicago rockets, Buchtel, Buchtel olivadoti paul yoder, Caneg reeds, Capable student, Capricious adolescent minds, Careful discrimination, Character west york, Choir period, Choir rehearsal, Choral editions, Choral groups, Chromatic volume, City schools, Classroomor home, Colorwanted page, Complete school music supply service, Concerted action, Conductor paul yoder lincoln, Cynical youngsters, Deep breathing, Definite orders, East adams, Easter chorales, Ecat reed dadeof, Edmund schill, Educational music publications, Educational organizations, Educational purposes, Educators journal, Encouragementgiven tnost, Engineering lecture, Finest instrument, Flat lark, Fugue mason, Full benefits, Full score, Fullchromatic scale, Gene chenoweth, Good health, Good tones, Great part music, Healthy practice, Hearing defects, High school, Homer lagassey neil, Individual congressmen, Jackson blvd, Kjos music, Kjos music band recentreleases, Latest issue, Latter point, Leisure time, Local units, Mail orders handling, Many educators, March song, Marches buchtel, Master works, Measure inervls, Menc yearbook, Mental instruction, Mere directions, Money partment, Mood pastoale, More points, Much confusion, Music advertisers, Music appreciation, Music class, Music dewhich concerts, Music educators journal teacher, Music letter, Music library, Music stores, Music study, Music teacher, Musical games, Musical instrument, Nisoto case, Obvious facts, Offer nothing, Ohio page, Other composition, Other factors, Other subjects, Other type, Overture buchtel, Overturesand program numbers balaton, Page patentnumbers, Particular school taxation, Paul yoder cummings maria, Preciation instru, Price gillette fable overture, Professional aspects, Property owners, Pseudo value, Public education, Public performances, Public schools, Publisher chicago, Publishers stock, Quantity price, Reasonable gains, Retail price, Romantic hubert overture, Satisfactory reasons, School organizations, School performances, School purposes, School taxation, Scnol events, Selfmade article, Separate courses, Several parts, Shawnee road, Soraect iskee, Specialized facilities, Specific titles, Strauss waltzes, Study music, Subject list, Suitable material, Swing music, Teacher cliffe, Technical aspects, Tempo markings, Thomas poem rosmarin, Thomas sequoia, Thomas sharpshooters tournament march parade youth, Tional classroom picture, Tone poem, Tunable mouthpiece visualfinger guides, Ultimate goal, Understanda people, Violent agreement, Vital phase, Vocal music.
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DOI: 10.2307/3388389
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ISTEX:135D128AC3DC9E82CD2D62D58B9D2C4C1E967B03Le document en format XML
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type="main" xml:lang="en">What Are We Here For?</title><author wicri:is="90%"><name sortKey="Drake, Mary Lynn" sort="Drake, Mary Lynn" uniqKey="Drake M" first="Mary-Lynn" last="Drake">Mary-Lynn Drake</name><affiliation><mods:affiliation>Teacher of Vocal Music and Music Appreciation in the Public Schools of Monterey, California</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Music Educators Journal</title><idno type="ISSN">0027-4321</idno><idno type="eISSN">1945-0087</idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><date type="published" when="1947-02">1947-02</date><biblScope unit="volume">33</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="62">62</biblScope><biblScope unit="page" to="64">64</biblScope></imprint><idno type="ISSN">0027-4321</idno></series><idno type="istex">135D128AC3DC9E82CD2D62D58B9D2C4C1E967B03</idno><idno type="DOI">10.2307/3388389</idno><idno 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CA</pubPlace><date type="published" when="1947-02"></date><biblScope unit="volume">33</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="62">62</biblScope><biblScope unit="page" to="64">64</biblScope></imprint></monogr><idno type="istex">135D128AC3DC9E82CD2D62D58B9D2C4C1E967B03</idno><idno type="DOI">10.2307/3388389</idno><idno type="ArticleID">10.2307_3388389</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1947</date></creation><langUsage><language ident="en">en</language></langUsage></profileDesc><revisionDesc><change when="1947-02">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/135D128AC3DC9E82CD2D62D58B9D2C4C1E967B03/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus sage not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article article-type="other" dtd-version="2.3" xml:lang="EN"><front><journal-meta><journal-id journal-id-type="hwp">spmej</journal-id><journal-id journal-id-type="publisher-id">MEJ</journal-id><journal-title>Music Educators Journal</journal-title><issn pub-type="ppub">0027-4321</issn><publisher><publisher-name>SAGE Publications</publisher-name><publisher-loc>Sage CA: Los Angeles, CA</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.2307/3388389</article-id><article-id pub-id-type="publisher-id">10.2307_3388389</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>What Are We Here For?</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Drake</surname><given-names>Mary-Lynn</given-names></name><aff>Teacher of Vocal Music and Music Appreciation in the Public Schools of Monterey, California</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>2</month><year>1947</year></pub-date><volume>33</volume><issue>4</issue><fpage>62</fpage><lpage>64</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>cover-date</meta-name><meta-value>February/March 1947</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value> From Readers Your best source of supply for Tax on Education? HIS LETTER is being written in the hope of arousing some concerted action against the unfair and ilathletic logical federal tax on scnol events and public performances given for profit by school organizations. Contrary to what it seems, this tax is actually a tax against public education since all proceeds from school performances are spent for educational purposes. It is evident that when monies are lifted from local units through federal needs of the school taxation that must be met meore through increased local In our particular school taxation. system where the local tax rate for school purposes has already reached the limit allowed by law, and property owners will pay a total tax rate in excess of $5.00 this coming year, the public schools annually pay a federal. amusement tax in excess of $3, 000 on athletics, school plays and music dewhich concerts; money partment back be turned otherwise would toward the purchase of much needed equipment for the children in our care. It should be strongly emphasized activities that those extra-curricular in which students participate are of genuine educational value even though they take place outside of the tradi That the tional classroom picture. schools must exact a charge to the public is evidence enough that the regular tax channels are insufficient to underwrite the expense of main Just as the taining these activities. homeowner is now penalized for improving his property, and hence bettering his corimunity, so the schools are penalized in their efforts to improve the value of their offerings to the boys and girls. Would it not be wise to bring this matter to the attention of our educational organizations and of the individual congressmen? -GENE CHENOWETH, chairman, music MUSIC EDUCATIONAL T OF ALL PUBLISHERS * Complete Stock Standard and new educational music publications for choral groups, theory and appreciation classes, band, orchestra, ensemble, instrumental instruction. * Comprehensive Approval Service - You may ask for specific titles or outline your requirements and let us send suitable material. * Mail Orders accurate - Specialized handling of facilities both assure the and prompt, “ approval” definite orders. Use EMB.'S dependable Order MUSIC Mail EDUCATIONAL 30 East Adams St. Service BUREAU, INC. Chicago 3, Ill. A Complete School Music Supply Service department, New Castle (Indiana) City Schools. What Are We Here For? T HE trade enters the “ BOBBY-sox” required music class imbued with the swing music of radio and screen and daring the music teacher to show it anything worthwhile in any other type of music or to teach it further concerning Often questions are the favorite-jive. asked stronaly, intimating that a class in music can offer nothing but boredom. Frequently this dilemma is not cleared up at any time during the course of the class, but the previously planned lessons are consummated with no explanation as to the reasons involved in their teaching. It is essential that adequate and reasonable gains which may be accomplished through music study be set forth for these quick-witted, sometimes cynical youngsters. If satisfactory reasons are given for the study of music, the size of the chip on the shoulder of the class may be diminished, resulting in increased interest and an advantageous opportunity for the When writing to mention the Music advertisers, please Educators Journal. - STILL GOOD and still available. Volume 30 of the MENC Yearbook (the latest issue) should be in every music educator' s library. Order now if you do not have a copy. $2.50 postpaid. MENC, 64 E. Jackson Blvd., Suite 840, Chicago 4, Ill. U IL Wa ll U U Y aii.su Get a “ 5SCALOMETER” 50c Saves a year' s exrlhining. Only devise to measure Inervls Write for quantity price. Excellentas token gift to pupils. EDMUND SCHILL (B.S.-N.Y.U.) 79 Park Ave. Verona, N. J. Page 62 Music Educators Journal From Readers Your best source of supply for Tax on Education? HIS LETTER is being written in the hope of arousing some concerted action against the unfair and ilathletic logical federal tax on scnol events and public performances given for profit by school organizations. Contrary to what it seems, this tax is actually a tax against public education since all proceeds from school performances are spent for educational purposes. It is evident that when monies are lifted from local units through federal needs of the school taxation that must be met meore through increased local In our particular school taxation. system where the local tax rate for school purposes has already reached the limit allowed by law, and property owners will pay a total tax rate in excess of $5.00 this coming year, the public schools annually pay a federal. amusement tax in excess of $3, 000 on athletics, school plays and music dewhich concerts; money partment back be turned otherwise would toward the purchase of much needed equipment for the children in our care. It should be strongly emphasized activities that those extra-curricular in which students participate are of genuine educational value even though they take place outside of the tradi That the tional classroom picture. schools must exact a charge to the public is evidence enough that the regular tax channels are insufficient to underwrite the expense of main Just as the taining these activities. homeowner is now penalized for improving his property, and hence bettering his corimunity, so the schools are penalized in their efforts to improve the value of their offerings to the boys and girls. Would it not be wise to bring this matter to the attention of our educational organizations and of the individual congressmen? -GENE CHENOWETH, chairman, music MUSIC EDUCATIONAL T OF ALL PUBLISHERS * Complete Stock Standard and new educational music publications for choral groups, theory and appreciation classes, band, orchestra, ensemble, instrumental instruction. * Comprehensive Approval Service - You may ask for specific titles or outline your requirements and let us send suitable material. * Mail Orders accurate - Specialized handling of facilities both assure the and prompt, “ approval” definite orders. Use EMB.'S dependable Order MUSIC Mail EDUCATIONAL 30 East Adams St. Service BUREAU, INC. Chicago 3, Ill. A Complete School Music Supply Service department, New Castle (Indiana) City Schools. What Are We Here For? T HE trade enters the “ BOBBY-sox” required music class imbued with the swing music of radio and screen and daring the music teacher to show it anything worthwhile in any other type of music or to teach it further concerning Often questions are the favorite-jive. asked stronaly, intimating that a class in music can offer nothing but boredom. Frequently this dilemma is not cleared up at any time during the course of the class, but the previously planned lessons are consummated with no explanation as to the reasons involved in their teaching. It is essential that adequate and reasonable gains which may be accomplished through music study be set forth for these quick-witted, sometimes cynical youngsters. If satisfactory reasons are given for the study of music, the size of the chip on the shoulder of the class may be diminished, resulting in increased interest and an advantageous opportunity for the When writing to mention the Music advertisers, please Educators Journal. - STILL GOOD and still available. Volume 30 of the MENC Yearbook (the latest issue) should be in every music educator' s library. Order now if you do not have a copy. $2.50 postpaid. MENC, 64 E. Jackson Blvd., Suite 840, Chicago 4, Ill. U IL Wa ll U U Y aii.su Get a “ 5SCALOMETER” 50c Saves a year' s exrlhining. Only devise to measure Inervls Write for quantity price. Excellentas token gift to pupils. EDMUND SCHILL (B.S.-N.Y.U.) 79 Park Ave. Verona, N. J. Page 62 Music Educators Journal teacher to follow through with appealing material which will win the pupils' confidence and attention. Also, the ultimate goal of discriminating listening will be closer to realization for both class and teacher. The purposes of the music class and the reasons for music s place upon the required subject list must be carefully selected and approachedin order to attain full benefits. T“ hesemust be reasonable and understandableto the age level and must place no pseudo value upon the study of music. The answer to the question ” why study music“ may be divided into several parts and adapted to varying groups and ages. But each child of seventh- or eighth-grade age (or even before) has a right to know to what use the skills he is learning may later be put. It may seem feasible to mention the most obvious facts first. Music is studied as a source of enjoyment or relaxation, enjoyment in performance and careful discrimination in listening. The class will be forced to agree that some music relaxes, some saddens, and that there are some selections which one likes and some which one dislikes. Upon this latter point they will nod in violent agreement and believe they have caught teacher in his own trap. Next, music provides a means of employing leisure time to advantage-or if the word ” advantage“ brings sneers, omit it and say that perhaps music provides a means of employing one' s leisure -period. Musical games may even be made up by one who is familiar with some of the facts and fancies of music. Third, we have music as a source of conversation. If teacher hasn' t had the attention of the class before this, it will undoubtedlycome now, for at adolescent ages children often realize a lack of subjects about which to talk in their various social relations. A knowledge of music helps one to determine his likes and dislikes in listening and why these are likes and dislikes. When he realizes or even suspects these whys it is easier to talk it over. While the attention of the class is still focused, the teacher may bring in two more points which may not prove of interest to all members of the class: (1) Music can be a basis for firmly binding together the friendship of nations. It is easier to understanda people and their ways by understanding their music-which requires no words to make it understandable. (2) Other subjects may be correlated and appreciated through the study of music. Art, dancing, science (acoustics, breathing mechanics), history and English are a few. And there are more points to cover. When one sews or builds, the result is a self-created piece of workmanship. In music, too, one may create a selfmade article in the form of a song or other composition. But only when the tools of music are understood can this be accomplished. Music is the close ally of good health. One learns to sit straight and properly in singing or playing an instrument. Deep breathing is a healthy practice in which one must participateto sing or play. The development of good tones in singing and the attention of properly enunciating words will aid in improved speech. Few students have been unaffected by the war. Many will have heard of the great part music played in the therapy of hearing defects and in aiding the psychologist and psychiatrist. TURN February-March, Nineteen Forty-seven MASTER WORKS for TWO-PIANOS FOUR-HANDS Per Set Bach, J. S.-Maier, Guy—Air for G String……. 1.00 L. V.-Contre Dance No. 1…… Beethoven-Saar,.90 Brahms-Maier, Guy—Liebeslieder.1.60…………. Chopin-Maier, Guy—Two Etudes in G flat……. 1.00 Glinka-Luboshutz, P.—The Lark (Romance)…… 1.35 Handel-Martucci-Musetta……………….90 and Fugue…… Mason, Daniel Gregory-Prelude.2.00. 90…………… Rachmaninoff-Kelberine–Lilacs Schostakowitsch-Luboshutz, P.-Polka 1.10 (from Ballet I' age d' or)……………. Grand Sonata) 1.35 Schubert-Maier, Guy—Andante (from Strauss, Richard-Chasins, A.—Serenade.1.35……… Weber, C. M. von-Luboshutz, P.—Rondo 1.00……. Publications of Character J.FISCHER & BRO.119 40th. St., NEW West YORK 18, N.Y. S & DU The tells cooro str dadeof s i t ecat reed tonte' e case n r. nisoto gaa e Se Ct O e, eedls ug c a e“ - 0 A*m Hard but 'hestengt have vibra c -e 1…. oa caneg reeds are sto fiae. tee PoS?e a a Otoe. pu.c in Your oed, o i. a for p. soraect iskee *aere9; I e gth,; k* Reeds each…$.90 Sax $1.00 each ATenor Reeds… Alto Sax BE SURETO SPECIFY COLORWANTED Page 63 Kjos Select Band RECENTRELEASES Music F.B. Sym. B. Price 4.00 3.00 4.50 4.50 1.50 6.00 4.50 6.50 6.50 2.50 Gillette Fable Overture…………….-…………………… From Heaven Above - Bach-Malin……………….-……… Overture Buchtel…… Romantic………………………. Hubert Overture Pares-Chidester St……………………… Yoder-Gillette Three Easter Chorales……………………. (Come, Soothing Death - The Heavens Resounding (Choral Editions available.) To Thee We Sing) ……………………………………………. MARCHES Buchtel The Adventurer……………………-…………… Blackhawk Cummings -………………………………. Skornicka The Buccaneers………………………-…………………. Chicago Rockets (March Song) - Paul Yoder…… Cummings Headl; ner. Maria, Mari - Arr. Alford……………………-……………………. Monarch - Olivadoti….–……….-……. Entry Ringling Bros. Grand………… - Sweet (new edition)……………. Finally, there is the factor of music as a profession. This must be dealt with carefully and encouragementgiven tnost especially to the most capable student. So, it is possible to briefly summarize the answer to the question: “ What are we here for?” Enjoyment is first and fundamental, and other factors have to do with social, international, correlative, health, professional aspects of what takes place in the classroom. These interesting and capricious adolescent minds may present a bored facade as their questions are answered, but never fear-they' ve been listening! -MARY-LYNN DRAKE, . 1.00 1.00 1.00 1.00 1.00. 1.00 1.00 1.75 vocal music and music appreciation in uE the public schools of Monterey, Califor Hia. teacher of Rocket - Max Thomas……………………. March - Sharpshooters Tournament Youth of America - Parade ………. Arr. F. L. Buchtel………………….-………. Olivadoti…………….-………………….1.00 Paul Yoder…………………… . 1.00 1.00 1.00 1.00 Or Educate? CONTINUED FROM PAGE THIRTY-FIVE OVERTURESand PROGRAM NUMBERS Balaton… Cliffe - Max Thomas……………… Favorite Strauss Waltzes - F. L. Buchtel………………………. Guess Conductor - Paul Yoder………………………………………………………… Lincoln - Long…………………………………………… Mood Pastoale Macklin-Howland………………………………………………………………. (with full score)… On Shawnee Road - Max Thomas……………………….-.1.00. Poem - Fibich-Buchtel…………………………………… Rosmarin - Max Thomas…………………………… Sequoia (tone poem) - Homer La Gassey………………………… Forrest L. Buchtel……………………………. .-. 1.00 1.00 2.50 4.50 4.50 6.50 1.50 1.50 4.50 1.50 2.50 1.75 4.00 6.50 6.50 7.50 1.75 2.50 2.50 6.50 NEIL A. KJOS MUSIC CO. 223 W. Lake St. PUBLISHER Chicago 6, III. 7 PATENTNUMBERS D 139332 D 139333 D 143770 PATENTS OTHER PENDING A MUSICAL INSTRUMENT for CLASSROOMor HOME * * * * * * FULLCHROMATIC SCALE PITCHED “ C”-A-440 IN BY TUNABLE MOUTHPIECE VISUALFINGER GUIDES ALL PLASTIC-SANITARY INDIVIDUALLY BOXED By actual schoolroom tests the FLUTOPHONE has been acknowledged as the finest instrument of its kind. The tone, chromatic volume, accuracy and ease of blowing rate it as “ tops.” Try the FLUTOPHONE and be convinced. Retail Price $ Complete.00 1 Included with Instructions ' Sold At Leading Music Stores Everywhere 12. Fed. Tax Manufacturedby CO. TROPHYPRODUCTS 212 PROSPECTAVE., CLEVELAND 15, OHIO Page 64 they know anything about him if they do remember his name. A discussion of themes in a composition, modes, chords, important dynamic and tempo markings would certainly not be out of place in the band, orchestra and choir rehearsal. And not just once-when the number is first presented-but often. Repetition is necessary for students to learn. Too often the director feels that because these matters have been presented and discussed once, that is all that is necessary. Just try going to a chemistry or engineering lecture and try to see how much you remember a month after you have heard it unless you have gone over the points frequently in that month. Repetition is a vital phase of all education and cannot be scorned in the music class. Certainly it is not necessary to teach these theoretical and technical aspects of music as isolated elements-apart and separate from the music that is being prepared. It is on this point that many educators have questioned the value of harmony and appreciation courses in high school, which are separate courses and have no direct bearing on the music the students are performing. It seems that all of this should be tied together as we work along. We can and should educate as we prepare our music, if we don' t keep our noses to the grindstone too continually and too blindly. The director and teacher must give more than mere directions as to when to start and stop and how fast or slow to go. Quick and “ to the point” explanations and information can be given to the group between numbers while the group is resting and when usually much confusion is going on while changing music. But there is one caution to be made. The director must be sure to be brief and definite and “ not talk too much.” I knew of a very successful choral conductor who became quite unsuccessful because as he became more of an experienced teacher and conductor, he felt he knew so much more and consequently would take half the choir period in to his group. talkinqg As a result, his singers became restless and impatient and not only stopped listening, but soon dropped out of the Music Educatorslournal </meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>What Are We Here For?</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>What Are We Here For?</title></titleInfo><name type="personal"><namePart type="given">Mary-Lynn</namePart><namePart type="family">Drake</namePart><affiliation>Teacher of Vocal Music and Music Appreciation in the Public Schools of Monterey, California</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="other"></genre><originInfo><publisher>SAGE Publications</publisher><place><placeTerm type="text">Sage CA: Los Angeles, CA</placeTerm></place><dateIssued encoding="w3cdtf">1947-02</dateIssued><copyrightDate encoding="w3cdtf">1947</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><relatedItem type="host"><titleInfo><title>Music Educators Journal</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0027-4321</identifier><identifier type="eISSN">1945-0087</identifier><identifier type="PublisherID">MEJ</identifier><identifier type="PublisherID-hwp">spmej</identifier><part><date>1947</date><detail type="volume"><caption>vol.</caption><number>33</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>62</start><end>64</end></extent></part></relatedItem><identifier type="istex">135D128AC3DC9E82CD2D62D58B9D2C4C1E967B03</identifier><identifier type="DOI">10.2307/3388389</identifier><identifier type="ArticleID">10.2307_3388389</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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