Children's Creative Programs
Identifieur interne : 000D66 ( Istex/Corpus ); précédent : 000D65; suivant : 000D67Children's Creative Programs
Auteurs :Source :
- Music Educators Journal [ 0027-4321 ] ; 1938-09.
English descriptors
- Teeft :
- Active memquestionnaires bers, Additional chapters deal, Addiunderstanding tional, Adequate listings, Analytithe responses, Appreciation sion, Author states, Beautiful color illustrations, Book sets, Charles wakefield cadman, Choral organizations, Christmas fesgiven, Christmas tree, Clel thurman silvey, Cloth binding, Colonial days, Column widths, Comprehensiveinspirational ness, Coof initiative, Creative ways, Devitalized ject, Different types, Educational activities weeks, Educational significance soever, Emily dickinson, Entire time, Esnicipal organizations, Exceptional value, Fannie hurst, Folk songs reprenations, Foreword dunn, George peabody, Granwalter ville golde, Greater desire, Hebrew tivities, High school, Higher ideals, Human understanding, Important point, Individual studies, Infailed terests, Integral element, Interest subject, Lished principle, Logical sequence, Louis victor john alden carpenter, Lyric writers, Mabelle glenn, Main divisions, Major companiment, Many accompaniments, Many others, Marion english, Modal songs, More folk songs, Much work, Mumusical organizations, Music leaders tablished, Music pear, Music program, Music reviews tions, Music teachers need, Newer type, Ninth grade, Observances exercises, Older ingoal, Open mind, Orchestral works, Other lands, Other programs, Page numbers, Part songs, Participants school, Particular chapter, Percontribution sonal progress, Personal enjoyment, Personal reactions, Personal reference, Phillips brooks, Piano senting, Practical suggestions, Primary object, Primary purpose, Program materials, Program suggestions, Programs book, Programs ments, Programs preparation, Programs tioned, Prose selections, Public school music program, Regular school work, Santa claus, Sara teasdale, Secondary purpose, Selective bibliography, Silver burdett company, Sixth grade, Smeand tana, Solmization, Solmization method, Song books world, Songs history, Special days thanksgiving, Teaching music reading, Teaching skills, Temporary goals, Tool skill, Treatment readings, Tulare county, Variety beethoven, Vocal organizations, Vocal students, Voice conditions, Wide range.
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DOI: 10.2307/3385256
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article-type="review-article" 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">10.2307/3385256</article-id><article-id pub-id-type="publisher-id">10.2307_3385256</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Children's Creative Programs</article-title></title-group><pub-date pub-type="ppub"><month>09</month><year>1938</year></pub-date><volume>25</volume><issue>1</issue><fpage>65</fpage><lpage>65</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Reviews</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value> Book Children' s Creative Programs book “Creative Ways for Chilis the work of dren' s Programs” Murray and Effe G. Bat Josephine W. by Fannie hurst, with Foreword Dunn. [Silver Burdett Company: 1938, The pp. xiv 396, cloth binding, $2.40.] of school no programs preparation of longer need require the suspension for days and even educational activities weeks of time to be devoted to intense of plays, songs, “pieces,” rehearsing Such miscellaneous items, drills, etc. the programs of former though forming years, bore no connection with the infailed terests and needs of children, even to entertain parents, and certainly whathad no educational significance soever. Quoting Fannie W. Dunn on “This book sets forth the the subject: new conception of education which has as afore-menrouted them (programs tioned) and outlines the range of public and observances exercises, celebrations, which have replaced them. Special day programs are now thought of, not as a distinct from thing apart, different and the curriculum, but as an integral element of it; and they are valued according to the part they play in the regular school work, motivating it it, giving point and purpose, enriching, organizing, rounding it out, and affording occasion for the exercise and coof initiative and expresoperation, for appreciationsion.” With the thought of “special day programs as an integral element of the curriculum and not a thing apart,” and in the further of timeliness thought for teachers who program suggestions are beginning their year' s work, brief comment on the significant concluding chapter, “The Program Materials of One County,” will, in the main, form the It is of interest subject of this review. to know that the index of this program of materials was made in the schools of Tulare County, California, during a three-year period, from programs built under the supervision of Miss Murray. The fact that it covers approximately 150 pages bespeaks its comprehensiveinspirational ness, but its exceptional value cannot be measured in page numbers nor in the column widths of a review. Therefore, personal reference to it by those interested is highly recommended. Some idea of the usefulness of this particular chapter, and that of the book in general, may be gleaned from the following statements. The outlines of some twelve programs covering a wide range of activities are given in this chapter, the most extensive of which is the Christmas Fourteen different types are program. The Origin of Christmas Fesgiven: The Nativity, The Hebrew tivities, Shepherds, The Christmas Tree, Toys, Santa Claus, and many others. Each of these subjects is provided with very adequate listings of materials under the following headings: songs, prose selections, plays, poems, operettas, records, etc. Similar is treatment readings, given other programs built around the following subjects: Special days Thanksgiving, May Day, Mother' s Day, Colonial Days, Patriots, Transportation, State and America, Songs History, Dances from Other Lands, Programs About Nature, School and Community, and others. Seven additional chapters deal with creative ways and philosophies in the socialized school, and a selective bibliography contains lists of the publica- and Music Reviews “The public school music program in an attempt to should be re-evaluated give to each child a greater desire for, the beautiful. and appreciation of, Teaching skills certainly will be essential in this or any other instructional In every case, though, their program. efficiencies should be studied in the light the of the way in which they assist the afore-mentioned child in achieving If the do-re-mi of the older ingoal. the development of structors facilitates the love of music, of the personal enjoyment in song, and of the appreciation of If it the beautiful, it should be taught. does not, it should be abandoned. Until teachers of music in the schools realize these facts and assume both an open mind and a questioning attitude toward their procedures, music will remain a subhighly formal, almost devitalized ject, instead of one which makes its just to the sum total of percontribution sonal progress and human understanding.” titles comprise the bibli Thiry-five ography, and a five-page appendix gives the names of the directors and groups to the study. contributing SONG BOOKS World of Music-Song Programs for Youth: (1) “Treasure,” (2) “Discovery.” [Ginn and Company, 1937 and 1938, pp. 190, $1.24, each volume. Cloth binding.] for junior Designed especially high school, though suitable for use in some senior high schools, these books are edited Helen S. by Mabelle Glenn, Leavitt, Victor L. F. Rebmann, Earl L. Baker. N. C. Wyeth provided the six beautiful color illustrations that intersperse each volume. “Treasure” contains one hundred unifor unchanged son and part songs into fifteen musical organized voices, programs of varied content and mood. Bach, Brahms, Among the composers: Tschaikowsky, Franz, Grieg, Sibelius, Louis Victor John Alden Carpenter, Saar, Charles Wakefield Cadman, Gran Walter ville Golde, Marion English, Bauer, and others. There are some forty or more folk songs representing twentyand eight themes from four nations, works by Beethoven, orchestral great and others. Dvorak, Franck, Haydn, of the songs have piano ac Fifty-two are in major sixty-three companiment; mode, twenty in minor, six in major and three are and minor combined, modal songs. Preceding each song and notes instrumental theme, informative are given. Lyric writers: Emily Dickinson, Sara Teasdale, Walter de la Mare, Phillips Brooks, Henry Van Dyke, and others. “Discovery” contains unison and part for mixed voices. songs Especially adapted to use in the ninth grade, the book may be used in the eighth, voice conditions permitting, or in senior high school. The ninety-five songs in this book are organized into twelve programs in content. Composers: Bach, of variety Beethoven, Brahms, Franz, Gluck, Grieg, Schubert, and among Americans, Clokey, and others. Cadman, Saar, Kramer, There are forty-nine folk songs reprenations. Piano senting twenty-eight are provided for many accompaniments of the songs, all of which are preceded for increasing notes by informative and appreciation. Addiunderstanding tional to the songs, there are eight themes from orchestral works by Smeand tana, Brahms, Franck, Handel, others. Texts from Masefield, Teasdale, Carroll, Fyleman, and others. THE tions found helpful by the authors for and practical suggestions, information, philosophy. An important point is made in the with “The Creative dealing chapter and the Socialized School, Program” A teacher who is interested namely: and entertainin developing programs ments of the newer type must first make her school a school of the newer type. Any school can become this kind of school, although sometimes the transition takes much work. Frequently, has to change its the administration to has the teacher Always ways. change her ways. “A Study of Personal]Reactions to the Method of Teaching. Solmization By Clel Thurman Silvey. [George Peabody Ac1937, pp. 82.] College, Nashville, cording to Mr. Silvey' s statement,” The primary purpose of this study is twofold: (1) to check up on personal reactions concerning the degree of retention and of solmization by vocal students in later years, that is, participants school senior college high choruses, church and mumusical organizations, (2) to assist esnicipal organizations; musicians and music leaders tablished in crystallizing their opinions with respect to solmization. “The secondary purpose is to offer a study of three recommendations-after to generally sources of data-according accepted principles, with reference to a continued emphasis, or lack of emphasis, upon the solmization method of teaching music reading.” In dealing with the problem, Mr. Silvey presents his research in three main divisions: (1) historical; (2) analytical the results obtained -exhibiting by from 1, 804 active memquestionnaires bers of vocal organizations; (3) analytithe responses of eightycal-exhibiting in teachers of music four teachers professional colleges, and of thirty-eight musicians and leaders of choral organizations. From the findings revealed by the survey, the author states his own personal and recommendations, interpretations from which the following excerpts are quoted: “Singers in ordinary vocal organizations seldom find in solmization a procedure which assists them when they are faced with the problem of singing a new song. lished principle in the psychology of learning that learning is more efficient and certain when an individual studies directly that which he wishes to know instead of spending his time first in learning some artificial aid and then atto use this in learning that tempting which was the primary object of his…. learning in the beginning “Music teachers need to get away from temporary goals and direct their programs through a logical sequence of steps which will lead to the most fundamental, ultimate, or far-reaching values… A music program with higher ideals of usefulness should be carried out in the schools. There has been overemphasis on drill. Reading is chiefly a tool skill, and when we allow its acquisition to monopolize practically the entire time from the second through the sixth grade, it is obvious that our pro It would apgram is out of balance. music pear that educators tend to overemphasize reading largely because it is definite and tangible and yields measurable results. … It is a fairly well-estab- September, Nineteen Thirty-eight Page 65 </meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Children's Creative Programs</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Children's Creative Programs</title></titleInfo><typeOfResource>text</typeOfResource><genre type="review-article" displayLabel="review-article"></genre><originInfo><publisher>SAGE Publications</publisher><place><placeTerm type="text">Sage CA: Los Angeles, CA</placeTerm></place><dateIssued encoding="w3cdtf">1938-09</dateIssued><copyrightDate encoding="w3cdtf">1938</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>1938</date><detail type="volume"><caption>vol.</caption><number>25</number></detail><detail type="issue"><caption>no.</caption><number>1</number></detail><extent unit="pages"><start>65</start><end>65</end></extent></part></relatedItem><identifier type="istex">83B13B92C3DF55990982805563913D2112E56B50</identifier><identifier type="DOI">10.2307/3385256</identifier><identifier type="ArticleID">10.2307_3385256</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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