Not by Bread Alone
Identifieur interne : 000A32 ( Istex/Corpus ); précédent : 000A31; suivant : 000A33Not by Bread Alone
Auteurs : Finis E. EnglemanSource :
- Music Educators Journal [ 0027-4321 ] ; 1958-11.
English descriptors
- Entity :
- Teeft :
- Adjacent area, Baser emotion, Best teacher, Broad background, Cicero long, Common language, Creative art, Cultured people, Education program, Engleman executivesecretary americanassociationof school administrator civilization, English class, Expert teacher, Frantic race, Full potential, General mastery, Glory road, Good background, Good music, Good peoplehave, Great power, Great worth, Greatest priority, Honest attempt, Honest borrowing, Horrible vacuum, Human experience, Human race, Immediate solution, Incessant cry, Indispensable workhorse, Information riculum, Jongleur biography, Lifetime study, Limited integration, Many branch, Many form, Many oral, Many other area, Material value, Mere handful, Modern world, More excuse, More practical, More skill, More universality, Music class, Music educator journal, Music teacher, Musical lyric, Musical skilled, Musical taste, Narrow genre, National anthem, Nobler emotion, Obvious fact, Papa marcello, Paraphrase coleridge, Particular need, Physical aspect, Physical goliath, Physical power, Pictorial art such, Poor taste, Primary appeal, Rudimentary encyclopedia, Same time, Sheer physical power, Shoddy substitu, Skilled industrial worker, Such depth, Sword maker, Technical superiority, Technical utilization, True relationship, Wider audience, World literature.
Url:
DOI: 10.2307/3388915
Links to Exploration step
ISTEX:2C5C9F5AB5137C22F11B8DE1B1167F1FFDE71987Le document en format XML
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<pub-date pub-type="ppub"><month>11</month><year>1958</year></pub-date><volume>45</volume><issue>2</issue><fpage>24</fpage><lpage>24</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Journal Article</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>cover-date</meta-name><meta-value>November/December 1958</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value> areas are honest borrowings. These are obvious facts. Equally obvious should be the fact that this effect of culture reaching the pupil as an integrated totality can be produced only by an integrated teacher. The best teacher of music, therefore, must know more than music. I CAN do no more than touch upon the relations of He must know literature-not only the literature of his music to history. Let me take a narrow genre of music: own language-but world literature as well, because the national anthems, soldiers' songs, marching songs. What language of melody and harmony of tones speaks to a words and music set men's feet to pounding down the wider audience than do the languages of words, and the glory road or shuffling back home? Significantly, when cultures of music, therefore, have more universality. The William of Normandy led his hosts at Hastings against musician should make a lifetime study of history and the men of Harold the Saxon, the minstrel and jongleur biography, not only embracing the lives and times of the Tailifer rode at the fore of his line, tossing up his sword makers of music, but the men and civilization who set patterns by listening. He needs to know geography. The and singing the Song of Roland. Of the use of music and musicology to serve or enrich expert teacher of music requires good backgrounds in all the arts: music, sculpture, the pictorial arts such as many other areas in the curriculum, I need not speak. Music can become an indispensable workhorse. Truly painting and drawing in their many forms, architecture, we might paraphrase Coleridge and say, “Music, music, literature, the arts of the theatre-and you complete the everywhere.” A word of warning should follow immedi- list. Such depth of integration is not to be produced by ately. The music that is everywhere in the school should consulting a rudimentary encyclopedia the night before be good music, not trash. There is no more excuse for teaching the lesson. low musical taste in an English class than there is for Cicero long ago described an orator as a “good man skilled in speaking.” All music teachers would do well poor taste in musical lyrics in a music class. We take it for granted, then, the fact that music must to paraphrase that description by becoming good peoplehave a limited integration with adjacent areas of the cur- broadly cultured people with insights and information riculum. Equally, we take it for granted that such in- into many branches of human experience and learningtegration is an honest attempt to enrich the musical skilled in the teaching of music. If we are to provide experience and not an effort to make a shoddy substitu- broad backgrounds for our pupils, we had better start tion for music of something that is not music. We take by providing them for ourselves. We draw no water from it for granted, too, that our borrowings from adjacent a dry well. The Missa pro Papa Marcello of Pierluigi da Palestrina, and the St. Peter's of Bramante and Michelangelo, differ little in spirit and effect, and only in the sense to which each makes primary appeal. NOT BY BREAD ALONE FINIS E. ENGLEMAN ExecutiveSecretary AmericanAssociationof School Administrators CIVILIZATION has meant more to mankind than that developed on the peninsula of Greece. There a mere handful of men produced the art, the drama, the philosophy which time does not destroy. From these few thousand persons the world has a legacy of great worth. The Greeks, indeed, taught mankind the joy of beauty, the artistry of design and form, the drama of life, the strength of logic and the value of truth. Today the world is shaken by new knowledge of nature and the power released by its technical utilization. The physical aspects of life and material values have risen to ascendancy. The new release of energy gives man the sheer physical power for moving mountains and shooting the moon. Old feelings of security and feelings of complacency have been turned topsy-turvy as another great power with a conflicting philosophy threatens our physical Goliath. So America may be playing the fool by lessening its concern for what the Greeks held to with greatest priority and by frantically plunging into an education program pointed almost exclusively at material values. The incessant cries for technicians, engineers, chemists, physicists, mechanics, skilled industrial workers have seemingly drowned recognition of the ever-constant need for artists, philosophers, musicians, historians and poets. The baser emotions of fear and greed have done much to NO crowd out the nobler emotions of appreciation of beauty, rhythm, color, design. The urge to find the true.destiny of man, for what ends he should live and his true relationship to the universe, gives way to a frantic race for physical power and technical superiority. Thus the full potential of the human race is not sought, but rather that aspect which if developed unmindful of the rest surely will destroy all the rest. An advance in the area of science and mathematics without an accompanying advance in the creative arts and the humanities is dangerous. Surely America, like Greece, will see the wisdom of seeking to develop at one and the same time, the prototypes of Archimedes, Pythagorus, Socrates, Aeschylus, Sophocles and Phidias. Furthermore, in this day when communication between all men is so important, the answers are not so much found in more skill in the use of many oral and written languages which are so diverse as to make impossible any general mastery, but rather the more practical and immediate solution which lies in those common languages of the dance, architecture, drama, art and music. The modern world has a particular need for men educated in science but also in the creative arts and humanities as well. Without either, a horrible vacuum in civilization will occur. Surely Americans are too wise to neglect either. 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