Musik internationale
Identifieur interne : 000B25 ( Istex/Corpus ); précédent : 000B24; suivant : 000B26Musik internationale
Auteurs :Source :
- Music Educators Journal [ 0027-4321 ] ; 1974-01.
English descriptors
- Teeft :
- Belgium, Deanna hoermann, Elizabeth szonyi, Federal republic, Folk music, Folk tunes, French canada, Holy names college, Hungary, Kodaly, Kodaly concept, Kodaly institute, Kodaly method, Music education, Music schools, Other parts, Pierre perron, Sarolta kodaly, Symposium delegates, Teacher training, Virgin islands.
Url:
DOI: 10.2307/3394513
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ISTEX:6A3C2EE282EF35D4448D79814077B7C797029327Le document en format XML
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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">10.2307/3394513</article-id><article-id pub-id-type="publisher-id">10.2307_3394513</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Musik internationale</article-title></title-group><pub-date pub-type="ppub"><month>01</month><year>1974</year></pub-date><volume>60</volume><issue>5</issue><fpage>76</fpage><lpage>77</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>search-text</meta-name><meta-value> musik internationale Kodaly symposium Leading music educators from fifteen countries attended the first Kodaly International Symposium during August 1973 at Holy Names College, Oakland, California. Delegates to the two-week session represented Argentina, Australia, Belgium, Canada, Czechoslovakia, Denmark, England, France, Germany, Hungary, Iceland, Japan, Poland, Romania, the United States, and the Virgin Islands. Elizabeth Szonyi, dean of music education at the Franz Liszt Academy of Music, Budapest, Hungary, chaired the symposium, assisted by Sarolta Kodaly, wife of the late composer, and Sister Mary Alice Hein of Holy Names. The symposium, funded by the International Research and Exchanges Board of New York, was intended to encourage an exchange of ideas among Kodaly authorities of the world and to further stimulate the interest of American educators in the Kodaly concept of music education. A frequent refrain heard during the meetings was the need for more comprehensive teacher training. One step taken in this direction was the founding of the Hungarian Kodaly Institute in Kecskemet, which, according to Sarolta Kodaly, will welcome people from all over the world. This recently formed institute joins the existing Kodaly Institutes in Japan and the United States, as well as a new Kodaly Institute in Canada and a Gesellschaft in the Federal Republic of Germany. Kyoko Hani of Japan reported that one thousand teachers in that country now meet weekly in small groups for pedagogical training and exchange. Twenty thousand teachers use books written and published by the Japanese Kodaly Institute. In Iceland, Stefan Edelstein reported, a long-range curriculum innovation project, involving teacher training and retraining, is designed to incorporate the principles of Kodaly into the nation's music education programs. Therese Douret of Belgium stated that Kodaly has now been extended to all kindergartens and to many first and second grades in Brussels. A program was inaugurated in September 1973 to eventually disseminate the Kodaly principles to all Belgian schools. A unique method of teacher training was described by Pierre Perron of Quebec, Canada, who has used radio to teach music with the Kodaly method. By sending lesson plans to teachers one month before each of his twenty-six broadcasts per year, he has been able to instruct many teachers and thousands of otherwise music-less children. Fr. Ladislao Domonkos, author of the first Spanish book on the Kodaly method, told of training more than two hundred teachers from Argentina, Peru, and Uruguay. Deanna Hoermann announced the receipt of a government grant to continue and expand her work of bringing Kodaly to the infant schools of Australia through teacher retraining programs. Presentations of other delegates made it appear that teacher training in the United States has progressed greatly in the last five years. With the founding of the Kodaly Institute in Wellesley, Massachusetts, both winter and summer curriculums have become available. Holy Names College, the first school in the United States to offer a graduate degree with emphasis in Kodaly, has received a two-year grant from the Ford Foundation for the purpose of expanding this program. In-service training projects, such as the one that began in the Seattle, Washington, schools in 1966, were also described. The Seattle school system is now the largest in the United States to use the Kodaly method totally. Two Seattle teachers spent an academic year in Hungary and returned to become involved both in teacher training and curriculum writing. A second area of concern to the symposium delegates was folk music. The common difficulty among all teachers who follow Kodaly's principles is that instruction can begin only when enough folksongs have been collected, transcribed, analyzed, and ordered. According to Laszlo Vi-kar, some thirty thousand folk tunes in Hungary had been prepared before pedagogical selection began. Few other countries could start with such a backlog of material. Work toward the ordering and disseminating of folk tunes was reported by delegates from Japan and Iceland. Extensive research and analysis has been done by J. Riviere-Raverlat, both in France and French Canada. On the other hand, Mark Williams reported that although the folk music culture of the Virgin Islands is a rich one, it is largely unrecorded and difficult to collect because of the islanderS' fear of exploitation. Conrad Meyer of Freiburg, Germany, indicated that there has been a reaction against the inclusion of folk music in school curriculums because of its political use prior to 1945. Encouraging news for Americans interested in the Kodaly concept was Elizabeth Moll's announcement of the founding of a Center for Research in American Folk Music at Duquesne University, Pittsburgh. The center will undertake the kind of collection and analysis that has been practiced in Hungary since the turn of the century. Another highlight of the symposium was a panel discussion by research psychologists. Klara Kokas of Hungary stated that although it is difficult to measure the effects of children's achievement in Kodaly music classes on their achievement in certain academic areas, twenty-two years of research in Hungary has repeatedly demonstrated that such effects exist. Barrie Bortnick of Boston reported that there is some evidence that rhythmic aspects of Kodaly training may have an effect on a child's sequencing ability. He stated that if present controlled research proves 76 mej/jan 74 this to be so, it could have important implications for children with various kinds of learning disabilities. The consensus of the panel, however, was that the music learning resulting from Kodaly teaching was the most interesting subject of their research. Complete self-reliance in music-making and thorough knowledge of the musician's craft has been evident among students in every research program undertaken. Numerous symposium discussions concentrated on the problem of using a method based on the tonic sol-fa system in countries historically oriented to the fixed do (C). Argentina, Belgium, Canada, Denmark, France, and the Soviet Union are among those faced with this difficulty. In most instances, the feeling was that young children have no trouble accommodating to the movable do system, but that they are unduly penalized if they wish later to enter conservatories where fixed do is the rule. Pierre Perron reported that in French Canada a dual plan has evolved in which music education majors study movable do, while other music majors study fixed do. Belgium is simply changing its educational system to the movable do beginning gradually with kindergarten. The school music text used in Estonia, U.S.S.R., assigns a different set of syllables to the movable system. Although no final answers to the fixed versus movable do situation emerged, most delegates felt that it was a problem that would solve itself as more children trained in Kodaly's principles came up through the schools of their countries. The symposium concluded with the election of a five-member committee charged with exploring the possible creation of an international organization devoted to Kodaly-inspired education. Elizabeth Szonyi, Hungary; Richard Johnston, Canada; Alexander Ringer, U.S.A.; Deanna Hoermann, Australia; and Margaret Holden, Great Britain, were chosen and will report their findings to the symposium delegates by March 1, 1974.— Lois Choksy, Baltimore Silver anniversary The International Music Council will celebrate the twenty-fifth anniversary of its creation by UNESCO during the month of January 1974. The “IMC 25” season was launched in September 1973 during the organization's fifteenth Assembly in Lausanne, Switzerland. The four-day assembly was followed by an IMC symposium in Geneva devoted to the theme “In Search of a New Music Public.” Concerts by the Zurich and Lausanne Chamber Orchestras, the Orchestre de la Suisse Romande, the Studio de Musique Contemporaine of Geneva, and the New York Contemporary Chamber Ensemble highlighted the event.—FAB Union of music schools Ten countries have established a European Music School Union to promote the education of musicians at the international level. Austria, Belgium, the Federal Republic of Germany, Finland, France, the Netherlands, Norway, Sweden, Switzerland, and Yugoslavia, all countries in which the work of music schools has been considerably expanded in recent years, formed the new organization at the conclusion of the 1973 Music School Congress in Saarbrucken, Germany. Member nations plan to exchange student delegations, teachers, and ensembles, and also to conduct a joint investigation of the role of music in society's increasing leisure time.— FAB Guitars at the millennium Esztergom, Hungary, celebrated the thousandth year of its existence in August 1973 with an International Guitar Festival and Seminar. The seventeen- day program included numerous concerts and lectures about Hungarian folksongs, Bartok and folk music, the development of plucked instruments, the music of Balint Bakfark and Bartok arranged for guitar, and the results of guitar teaching in Hungary. A guitar orchestra made up of seminar participants performed at the closing concert of the millennial program.—FAB Music week for Soviet youth Plans are under way in the U.S.S.R. for the third annual Music for Children and Youth Week, scheduled for Spring 1974, according to the U.S.S.R. Union of Composers Information Bulletin. The event, under the chairmanship of composer Dmitri Kabalevsky, is carried out across the nation with a different republic inaugurating the activities each year. In 1973, the observance began in the Ukrainian city of Odessa, where concerts and recitals of classical, contemporary, and folk music were presented by the city's leading soloists, symphony orchestra, conservatory students, children's chorus, and other young music students. In addition, composers from Odessa and other parts of the country appeared at schools, clubs, and cultural centers. The Odessa Opera presented Prokofiev's ballet Cinderella for children, and the festivities closed with a concert by young musicians from general education schools. In other parts of the country, activities ranged from a performance of Tchaikovsky's Swan Lake at the Kremlin to a concert by an amateur children's group at a village school. In the Uzbek Republic, lecture-concerts on “The Role of Music in the Aesthetic Education of Children” were arranged for parents while the young heard talks and performances by leading composers, conductors, and artistic directors. The Latvian Republic dedicated the whole month of March to “Music for Children.”—FAB </meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Musik internationale</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Musik internationale</title></titleInfo><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">1974-01</dateIssued><copyrightDate encoding="w3cdtf">1974</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>1974</date><detail type="volume"><caption>vol.</caption><number>60</number></detail><detail type="issue"><caption>no.</caption><number>5</number></detail><extent unit="pages"><start>76</start><end>77</end></extent></part></relatedItem><identifier type="istex">6A3C2EE282EF35D4448D79814077B7C797029327</identifier><identifier type="DOI">10.2307/3394513</identifier><identifier type="ArticleID">10.2307_3394513</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><author></author><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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