MUSIC IN MODERN EDUCATION

Otago Daily Times, Issue 23974, 24 November 1939, Page 12

MUSIC IN MODERN EDUCATION

ADDRESS BY DR GALWAY Dr Galwav on Wednesday evening addressed the members of the New Education Fellowship on "The Place of Music in Modern Education." The speaker spoke first of the place of music in life to-day and then went on to consider its place in education illustrating his remarks by interesting accounts of his recent tour abroad. A keen discussion on Dr Galway's address concluded the evening. Professor Lawson occupied the chair. Dr Gdway traced first the change of attitude among those responsible for the teaching of music. Various misapprehensions had been removed, the value of music had been placed in a new light, and to-day it had taken its place with the other forms of imaginative expression, such as drama and art, as an integral part of the social and aesthetic life. Yet there were many disquieting features. There was no doubt as to the volume of music let loose on suffering humanity to-day. With the present prevalence in the home of wireless and gramophone, the individual tended to tune in when he arose and tune out when he went to bed. Music was so much a part of our lives that' we neither allowed it to disturb us nor even to notice its influence—it became a cheerful decorative background present in the home, on the street, and in hotels. We certainly had music, but did we understand or appreciate it? In many spheres of life we had become listeners and watchers rather than doers. Real appreciation or "the apprehending of detail" according to Ruskin, was possible only when it was the result of active participation in that form of expression whether it was in music, in football, or in art. There was a time in our history when we were a nation of doers in this way. In the fifteenth, sixteenth and seventeenth centuries the nation was pulsating with vitality which made itself evident in exploration, in science, in literature, in thought, and in all forms of expression. The period which produced Shakespeare, also produced the people who found their delight in listening to his plays and who understood frequent references to music because they all took an active part in it. To-day we needed some of this vitality in doing. Music had to be something that the individual did, not what was done to him. Orchestras, bands, choirs had to be formed, play-' ing for pleasure, to be encouraged, and the joys of team-work discovered. In the last 100 years the working day had come down from 16 hours to 8 hours. What had music to offer for leisure time? A great amount was being done in other countries. Musical progress in the Welsh mining villages and in rural districts under the Federated Schools of Rural Music showed what was possible in adult education. In America, too. the advance in manipulative ability was amazing. The work of the primary schools was reflected in the high proportion of competent performers in the secondary schools and the universities. Two features stood out in these movements. The first was the absence of competition, and the other was the emphasis on communal work rather than solo performances. What then could be done in New Zealand to improve general culture, to improve the standards of taste, and particularly to induce a return to active rather than passive participation in music? Much was being done but a great deal more was possible. Early v/ork should be largely vocal, music should be taken as often as possible even if the wriods were reduced in time. A standard of taste for all time might be achieved by the singing of national and folk songs, unison singing with tuneful descants was excellent, instrumental work could be introduced, particularly when the voices were breaking, while all forms of group activities—choirs, bands, orchestra, group instructional classes —were essential in securing general progress and appreciation.

The speaker concluded his address by stressing music as one of the vital forms of education, as a language, to the mastery of whose understanding there was no royal road but which when once achieved, gave the key to the thoughts of some of the greatest thinkers of all time and was the possible source of the inspiration of the whole nation. A general discussion in which the principal contributors were Dr Hercus Messrs Wilkinson, Kidson, Spackman, Hanna. Forsyth and Aldridge, concluded the meeting. Practical details were mentioned and means of putting plans into practice suggested. A hearty vote of thanks to Dr Galway for his inspiring address was carried on the motion of Mr Kidson.