Music student

“ Students of singing are generally eager to sing, and teachers are therefore obliged to intersperse their instruction in voice placing with songs and melodious vocalises. Another reason is found in the fact that the musical education of the student frequently devolves in great measure upon the vocal teacher. A knowledge of music, sufficient at least to enable the student to memorize songs and arias and to sing them in time and in tune, is absolutely necessary before the advanced education in the singer’s art can be undertaken. ”

“ In behalf of the academic drill-master it is urged that the thorough grounding which he imparts develops that all-round ability in music which, when the purpose is in time realized by students, will itself generate enthusiasm. The respective merits of the two systems may thus be summed up: the American early develops musical appreciation, the European musical knowledge. Since these qualities have reciprocal influence, it would seem that the two systems should be combined, at least in America, where musical appreciation on the part of the student can not always be assumed, as in Europe. ”

“ As to extraneous aids to vocal study, there is none so beneficial as the constant hearing of great singers in the roles which have secured them fame. Indeed, no matter what branch of music a girl selects for her special study, I should strongly urge her to hear all the fine music possible, whether opera, orchestra, concert, or oratorio. She can learn something valuable from all. Let me emphasise this point, for in this way the student will see theory put into practice. ”

“ The student of hospital music should prepare for his job as seriously as for any other aspect of music. Regardless of his other qualifications, he must of course be a musician, and a degree in music is valuable; in fact almost essential. The ability to play a second instrument even moderately well is useful. The universal appeal and advantages of the piano make a working knowledge of it important. ”

“ In much that pertains to the art of music, the singer's training must include the same subjects that form the training of every musician. In addition to this general musical training, about the same for all students of music, each student must acquire technical command of the chosen instrument. This is necessarily acquired by practice on the instrument, whether it be piano, violin, oboe, or whatever else. In the same way, vocal technique is acquired by practice in actual singing. Practice makes perfect, with the voice as with everything else. ”

“ It seems to me that they have made a history of music singularly well adapted to young minds. They do not treat their readers as if they were infants—which might offend them—nor as college professors, which would certainly bore them. The book will undoubtedly have a large audience, for teachers of young music students, of whom there are legions, will surely exclaim: “This is just what we have needed.” ”

“ The practical courses consist of instruction in pianoforte, organ, violin, and violoncello playing, in singing, and in chamber music (ensemble-playing) . [Pg 266] No student is admitted to a practical course other than singing and violoncello playing unless he is also taking at least one of the theoretical courses.
The theoretical courses are subdivided into elementary and advanced. The former class includes harmony, counterpoint, and the history of music; the latter class instrumentation, advanced orchestration and conducting, and strict and free composition. ”

“ The modern teacher has progressed beyond the stage of imposing his own standard of judgment upon the pupil. By introducing the element of musical appreciation and making the pupil familiar with a wide range of musical ideas, he will gradually build up his power of discrimination and judgment and his standard of taste. These are no fixed things, but will grow as the experience of the pupil himself grows. As his sympathy and insight also increase, so will his knowledge of the good and evil of music progress. ”

“ There is one sort of art that requires not only a very rigorous and exhaustive training, but also an early commencement, and that is music, at once the most isolated and the most universal of arts. Exceptional gifts in the direction of music will have appeared in the schooling stage, and it is quite conceivable that the college phase for those who are destined for a musical career should have as its backbone a “grind” in the theory and practice of music, with languages and general culture relegated to a Section ii. ”

“ There may be some ground for the belief that students are apt to fall into bad vocal habits while singing in the chorus. But this risk is entirely avoided by the teacher having his pupils sing in his own chorus, under his own direction.
Another important feature of the musical education is the hearing of good music artistically performed. Vocal students should be urged to attend the opera and the orchestral concerts. They should become familiar with the different forms of composition by actually hearing the masterpieces of music. ”

“ At the college level music is presented as an academic subject, with primary emphasis upon the art of hearing music together with some knowledge of history and content of music. The training of high-school teachers of music has changed radically in a generation from the mere development of proficiency with an instrument or voice to a deeper insight into the nature of the art, its history, and its roles. At many levels well-developed courses in music appreciation have acquired a permanent status and have proved a good foundation for further penetration into the art of the appreciation of music. ”

“ This order is to be commended, and might readily be followed if primary instruction was given in classes, which being less expensive than private tuition, would admit of more frequent lessons and the services of a competent teacher. Classes afford the best opportunity for training the ear to accuracy in pitch, the eye to steadiness in reading notes, the mind to comprehension of key relationships, form and rhythmic movement, and the heart to a realization of the beauty and purport of music. ”

“ The standard of musical accomplishment to be found in the various schools is of very wide range. In the elementary schools there is a certain uniformity of scheme, if not of achievement. But in the Public Schools, and in the preparatory schools which act as feeders to them, there is no uniformity of scheme, and the range of achievement is from a very great deal to just nothing at all. Too much depends upon the individual outlook of the Headmaster. If he be musical, then the music prospers: but if he be not interested in the subject, then the music languishes accordingly. ”

“ Here the principles of educational psychology, now so effectively applied to other primary and elementary school subjects, have revolutionized the presentation of music. This has of course been favored by the recognition of music on the level of the three R's. Music has come to function in the school not only as something to be learned but primarily as something to be lived. Primary teachers are, or will be, trained specifically for this subject. The old conflict betweenbetween enthusiasts for rote singing, on the one hand, and for technical sight reading, on the other, is vanishing. ”

“ Before the child can see any incentive in learning do—re—mi, he must hear and enjoy music and must understand that do—re—mi is a key that will unlock gates into larger fields of enjoyment. Because the hour is replete with drudgery rather than joy, the discipline of the music class is often a good deal of a problem, and although it is not an ideal condition, it exists more frequently than most people realize. A teacher whose class distinguished itself in sight singing at an institute, was asked how she made its members so proficient. ”

“ Teachers in schools, colleges, and universities, educators in all parts of the country, and the music-loving public generally, are every day realizing more vividly the importance of applying to music the kind of study which has long been fruitfully pursued in the other arts ”

“ But what the properly qualified teacher can do for all is to educate—that is to say to draw out—all that Nature has put into them: to show them what music means: to quicken and develop their musical feeling, be it much or little, by rendering it intelligent: to give their taste a foundation of right principle: to cultivate the ear and the brain as well as the hand: to put them in the right road for pursuing and perhaps specialising their studies after their school course is over: in short, to make them musicians, so far as musicians can be made. ”

“ Appreciation of music itself as an art, must be a part of the good teacher's preparation. Knowledge of greater and better music comes from that appreciation with the years of experience in teaching. If the artist mind has not begun to assert itself before business is attempted, business will be likely to absorb the teacher, and he stands the chance of never being an artist. One who combines scientific knowledge of voice culture and an understanding of the art of music is well equipped for entering the profession of teaching vocal music. ”

“ The music aide should be able either to play the piano at sight or he should study one of the rapid systems of piano instruction for he will be called upon not only to accompany group singing but to assist visiting artists or talented patients.
Although a foundation in classical music is part of any good musical training, a musician who refuses to recognize the importance of popular music in American life is not suited to this work. If he has a positive dislike for popular music, he should look to other fields. ”

“ True, that eliminates many a pupil, but probably without much loss to the musical life of the community. The child comes to the private teacher already motivated with a feeling and urge for music. Musical achievement is no longer counted in terms of the number of lessons taken.
The function of the teacher is far more to motivate than to teach. The thing that counts is how long and faithfully the pupil works to acquire the proficiency which can only come through practice. What can be taught in one lesson should suffice for several times as much practice as is ordinarily expected. ”

“ In music, the gifted girl may be a teacher, or may appear in public as a player or singer, or she may combine teaching with public appearances. Teaching music has been systematized to a marked extent. Many young musicians who teach are engaged on the staff of the conservatory or academy where they obtained their instruction. Musicians who appear in public generally possess, along with musical ability, a more or less impressive personality. ”

“ A few of the selections could be played by the pupils themselves or by Miss Fanny, and others could be rendered by a gramophone. The main object was to make the girls familiar with the best compositions and cultivate their musical taste.
"Constant listening is the only way to learn appreciation," said Miss Mitchell. "You form a taste for literature by reading the best authors, not by trying to write poetry yourself! Learning an instrument is a good training, but certainly only a part of music—to understand it and criticise it is quite another matter." ”

“ IMPORTANCE OF MUSICAL SCHOLARSHIPThe musical amateur who is ambitious to conduct should therefore study music in all its phases, and if in doubt as to his talent, he should submit to a vocational test in order to determine whether his native musical endowment is sufficient to make it worth his while to study the art seriously. ”

“ The outlook for the future is wholly inspiring indeed; and no musician need fear that in taking up public school music he is entering upon a field of work which is too small for one of his caliber. The only question to be asked in such a case is whether the teacher in question is big enough and is sufficiently trained along musical, general, and pedagogical lines to handle this important task in such fashion as to insure a result commensurate with the opportunity. ”

“ One of the greatest difficulties connected with public school music teaching is the inability of some of the grade teachers to teach music. The daily lesson is given by her. The music teacher visits each room once in two, three, or even four weeks. It is not necessarily the grade teacher’s fault if she cannot teach music well, because the training given her in the grade schools and normal school may have been quite inadequate. But teach music she must—as a part of her regular duties. ”

“ It is therefore a grave mistake not to make music study from the outset throb with vital interest. An appeal to the intellect will quicken the æsthetic instincts, be they never so slender, and almost any one will love work that engages all the faculties.
Those pupils are fortunate who come under the influence of a teacher with strong, well-balanced personality and ripe knowledge, and are treated as rational beings, capable of feeling, thinking and acting. Too many music teachers learn their business by experimenting on beginners. ”

“ It is possible to make pupils musical in the above way, but they will be only dull, clumsy bunglers on the piano; not fine artists, who alone can give a worthy and noble interpretation of classical music. I desire that my daughters may never forget my well-considered instructions, sustained by the experience of many years; and that they may, in grateful remembrance of their father and teacher, repay to their pupils what they owe to him. ”

“ Unquestionably a love for good music, inspired during the formative period, is calculated to open unlimited possibilities, and ours could readily be molded into a musical nation if a firm foundation for musical knowledge and appreciation were laid in our schools. After the rudiments were mastered, it could easily be decided which pupils had a natural bent demanding special training. ”