North Carolina music bulletin 
 
 ~ N.C. Dept. of Public Instruction 
 
®Ijr IGibrary 
 
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 Itttti^rattg nf Nnrtl) Carolina 
 
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PUBLICATION No. 198 
 
 CMje. CJxorik (^aroLirLa 
 Jniisic JjuLLeUn 
 
 JUNE, 1937 
 
 Su^^esiions for Onirodaclnxj the ^AjusLc utour Series llnio ike Sckools — 
 Ofn UrLenialion of ike C^otilenl of ike. Series, Ifnclaoln^ (L-exls ana 
 Unanums, Into Ike Jrro^ram of Jnuslc Ofs (Julilneo In ike Slale 
 (course of Sluoif. 
 
 issued by the 
 State Superintendent of Public Instruction 
 
 RALEIGH, north CAROLINA 
 
Digitized by the Internet Arciiive 
 
 in 2011 with funding from 
 
 Ensuring Democracy through Digital Access (NC-LSTA) 
 
 http://www.archive.org/details/northcarolinamus1937nort 
 

 [zjoreworo 
 
 I wish to call the attention of school administrators 
 and directors of education to the contents of this bulle- 
 tin, which contains an administrative program designed 
 to aid in the introduction and promotion of a better 
 music program for the elementary schools of the State. 
 It is important to plan in advance the details of a pro- 
 motional program; therefore, we present this bulletin 
 as a guide in the formulation of plans for an improved 
 program of music in each administrative school unit. 
 Each school should be provided with one or more 
 copies of this publication in order that principals may 
 have the opportunity to study and adapt to local needs 
 the suggestions for equipping the school and for organ- 
 izing the music program, and that teachers and super- 
 visors may profit by the outlines of teaching procedures 
 and suggested adaptations of materials of instruction. 
 
 By the concerted efforts of school administrators and 
 directors of education we can be assured of a larger 
 measure of success in the teaching of public school 
 music. May the information offered in this bulletin en- 
 courage and stimulate a more constructive program of 
 music for each and every child enrolled in our schools. 
 
 state Superintendent of Public Instruction. 
 
il ntroa uction 
 
 The Music Hour Series has been adopted for use in the public schools 
 of the State. The books will be furnished under regulations governing 
 the use of free textbooks. In order to insure proper orientation of the 
 series into the program of music outlined by the State Course of Study, 
 Publication 189, 1935, it seems advisable to offer to teachers and 
 supervisors: 
 
 1. An introductory outline of the content material of the series, in- 
 cluding the texts and manuals; 
 
 2. Suggestions concerning the administration of the music program 
 in the several classifications of schools as contained in this bulletin. 
 
 It is hoped that teachers and supervisors v^rill study the contents of this 
 bulletin in connection with the State Course of Study in Music, and will 
 find it helpful in making plans for securing maximal use of the new music 
 series. 
 
 This bulletin was prepared by Miss Hattie S. Parrott of the Division of 
 Instructional Service, with the assistance of Miss Grace Van Dyke More 
 of the Woman's College of the University of North Carolina, Mrs. Peyton 
 G. Brown, Supervisor of Music, Raleigh Public Schools, and Mr. Charles E. 
 Griffith, Specialist in Music Education Department, Silver, Burdett and 
 Company. To the collaborators in this project we express our warm 
 appreciation. 
 
 Director, Division of Instructional Service. 
 June 1, 1937. 
 
THE MUSIC HOUR SERIES 
 
 Suggestions for Introducing the Series Into the Schools 
 of North Carolina 
 
 A. ESSENTIAL EQUIPMENT FOR SCHOOLS 
 
 The complete music equipment which every school should endeavor to 
 provide includes: 
 
 1. Textbooks for all the children above the first grade. 
 
 2. A manual for each teacher of her respective grade. 
 
 3. A pitchpipe or other accurately tuned instrument. 
 
 4. A piano for general school use. 
 
 5. Staff liner for each room above first grade. 
 
 6. Phonograph and a library of records selected in accordance with 
 the course of study suggestions. 
 
 7. Set of rhythm band instruments. 
 
 8. State Course of Study in Music. 
 
 B. PROCEDURES FOR BEGINNING WORK 
 
 The schools of the State may be classified for our present purposes under 
 the following headings: 
 
 I. Schools in which music has been regularly taught. 
 II. Schools in which recently there has been no supervision and music 
 has been carried on by the grade teacher. 
 
 III. Schools which have no regularly planned lessons in music. 
 
 IV. Rural schools of the small type — one- to four-teacher type. 
 
 The suggested adaptations of the series for the four types of schools are 
 as follows: 
 
 I. SCHOOLS IN WHICH MUSIC HAS BEEN REOULARLY TAUGHT 
 
 The supervisor of music will welcome the opportunity to hold a series of 
 teachers' meetings in which grading, book replacement, aims, objectives, 
 and classroom procedures may be discussed in detail. In such situations 
 the grade placement of the series is recommended as follows: 
 
 First Grade 
 
 MUSIC HOUR IN THE KINDERGARTEN AND FIRST GRADE, a book 
 for the teacher, the children learning the songs and participating in other 
 activities by rote. Throughout the first grade many types of activities are 
 provided so that the latent spark of interest in music, inherent in every 
 child, may be kindled into fiame. Children will react to quite different 
 stimuli. Some may be difiident about singing, but respond enthusiastically 
 when given a drum. Others will sing easily, but hesitate about expressing 
 their reactions after listening to an instrumental selection. The teacher 
 will watch each child to see that everyone makes some contact with music 
 and begins to give some form of external expression (singing, make mo- 
 
6 The North Carolina Music Bulletin 
 
 tions in rhythm to music, etc.) to his inner desire to participate to the 
 fullest extent in it. For those children who do not match tones, and hence 
 sing on one pitch regardless of the melody, the teacher must make a special 
 effort. Every child, unless he has a physical disability, can learn to sing 
 in tune. The failure to help the most backward youngster is often an 
 evidence of lack of patience and kindly interest on the part of the teacher. 
 
 Second Grade 
 
 THE MUSIC HOUR, First Book, for the children; Elementary Teacher's 
 Book, for the teacher. Whenever possible, it is suggested that the regular 
 course as outlined in the Teacher's Book should be followed, with the fur- 
 ther recommendation that at the beginning of each month the teacher 
 should take up the outline for the new month, even though work assigned 
 to the previous month has not been completed. To some teachers this may 
 seem lacking in thoroughness, but in the introductory years it is better for 
 the pupils to get a general picture of the whole assignment for the grade 
 rather than to spend all their time on just the first few topics. More 
 detailed and more thorough work will come with each succeeding year. 
 However, there should be no regular work with the children using the 
 book until the foundation as outlined for the first grade has been accom- 
 plished. There should be a great deal of song observation and building 
 musical vocabulary as prerequisite to reading music. 
 
 With the widest possible background of activities in the first grade the 
 right stimulus has been provided to help the children of the second grade 
 to want to use music notation. This interest can be promoted by the teacher 
 through various methods, such as: 
 
 1. Placing on the blackboard the staff notation for brief phrases of 
 familiar songs. 
 
 2. Singing certain rote songs with the books open in the hands of the 
 children. 
 
 3. Placing on the board the notation of anj' song which the class or 
 individual child composes. This creative work is perhaps the surest 
 way of encouraging youngsters to want to write and read music 
 notation. 
 
 4. Broadening all types of music experience and developing vocabu- 
 lary and language facilities. 
 
 This situation in the second grade is the opportune moment for music 
 reading to begin. The use of the observation, reading, and study songs 
 should be commenced at this point. 
 
 This same situation, however, should apply proportionately in each 
 succeeding grade. The preliminary work in each grade should be focused 
 so that the reading process will arise naturally out of a desire to want to 
 use notation in order to learn interesting new songs. Otherwise, the 
 teacher may force a procedure in the spirit of imposed drill which will 
 stifle rather than stimulate the growing interest to participate in the study 
 of music. 
 
The North Carolina Music Bulletin 7 
 
 The teacher will take various factors into consideration in determining 
 the "reading readiness" of the group, and will give informal tests to 
 determine it, such as: 
 
 1. Mental age of each child. 
 
 2. Cultural background of his home — whether he has heard music 
 and participated in various music activities. 
 
 3. Development of language reading ability. 
 
 4. Rich first-grade experience (and possibly kindergarten). 
 
 In addition to these general backgrounds of experience, out of which the 
 child will wish to utilize notation for the purpose of learning new i-ongs, 
 the teacher should cultivate a specific "readiness" to meet the problems 
 involved in reading each new song as it comes up for study. Here arises 
 a challenge to the good judgment, tactfulness, and common sense of the 
 teacher. It is very easy to let such preparatory discussion and instruction 
 degenerate into mere meaningless wasting of time. What we should strive 
 to do is to so stimulate the children's eagerness to learn a particular song, 
 to so bring out the poetic, aesthetic, and child interest ideas in the song, 
 and to so direct attention to those elements in the notation which may be 
 stumbling blocks to easy reading, that the child will come to the actual 
 reading experience prepared to meet the problems and interested in the 
 studj^ phase for the aesthetic pleasure he gets from the music itself. The 
 general purpose of such preparatory activity is identical with the prepara- 
 tion for the English reading lesson. First, the teacher must see to it that 
 there is the general "readiness," and, secondly, that there is the specific 
 "mind set" for the activity. With this situation, reading music becomes 
 an exhilarating, pleasurable, and mentally stimulating activity which 
 children will welcome. 
 
 Third, Fourth, and Fifth Grades 
 
 THE MUSIC HOUR, Second, Third, and Fourth Books for the pupils; 
 Elementary Teacher's Book for the Third Grade teacher; Intermediate 
 Teacher's Book for the Fourth and Fifth Grade teachers. As was sug- 
 gested for the Second Grade, it is advisable to have the pupils follow the 
 regular monthly outlines throughout the year, even though each outline 
 may not be completed during the assigned month. Where the classes seem 
 slow in taking up the new work and at the discretion of the supervisor of 
 music, an exception might be made so that a class may continue within a 
 given month's outline for a period of six weeks or two months. In such 
 modified outline assignments, attention should be given to the presenta- 
 tion of seasonal material which may be taught by rote where necessary 
 and fitted into the proper months of the year. 
 
 SLvth and Seventh Grades 
 
 THE MUSIC HOUR, Fifth Book, for the pupils; Teacher's Guide for the 
 Fifth Book, for the teacher. This outline is planned so that the Sixth 
 Grade will cover the material in the Fifth Book, pages 1-75, and the 
 Seventh Grade will cover the material in the Fifth Book, pages 76-166. 
 
8 The North Carolina Music Bulletin " 
 
 Patriotic songs and songs for special occasions may be used by both grades. 
 It is suggested tliat tlie appreciative approach be followed in introducing 
 this material to the pupils. The Teacher's Guide for the Fifth Book is 
 rich in suggestions for all phases of music appreciation. Note the fol- 
 lowing: 
 
 Chapter 17 — Music Appreciation. 
 
 Chapter 18 — Social Program for the Fifth Book. 
 
 Chapter 19 — Rhythmic Outline and Description of Dances for the 
 Fifth Book. 
 
 Chapter 21 — List of Correlated Recorded Music. 
 
 Part III — Music Appreciation Notes and Suggestions. 
 
 In order to develop effectively the appreciative approach, the teacher 
 should follow the monthly outlines (page 91) assigning two months' time 
 to each one of the monthly programs. This allows not only for a varied en- 
 richment of the program, but gives ample time for summing up the tech- 
 nical studies of the earlier grades. Also, the plan suggested of two 
 months for the completion of each monthly assignment offers splendid 
 opportunity for the development of correlation both musically and with 
 other school subjects, thereby contributing to the integrated program. 
 (See State Course of Study, Publication No. 189, pages 480-488). 
 
 II. SCHOOLS IN WHICH RECENTLY THERE HAS BEEN NO SUPER- 
 VISION AND MUSIC HAS BEEN CARRIED ON BY 
 THE GRADE TEACHER 
 
 There are two ways in which new books may be introduced into schools 
 of the present classification: 
 
 1. The lower books of the course may be introduced into the upper 
 grades until the children have covered the elementary problems 
 before receiving the books regularly assigned to their grades. 
 
 2. The books may be introduced into the assigned grades with a 
 ' program simplified to meet the lack of preparation. 
 
 Of these two, we would recommend the second because: 
 
 a. The material in the book is best suited to the mental age and 
 textual and musical understanding and enjoyment of the program. 
 
 b. The mechanics of organizing the first plan are intricate and can 
 ! . seldom be effected to the satisfaction of the school administrators, 
 
 : pupils, or teachers. 
 
 When there is no music supervisor, it is suggested that in a city system 
 the teachers of each grade may come together for discussing mutually 
 the music work and agreeing upon a program in their classrooms. In 
 smaller schools, including the rural consolidated schools, the teachers of 
 a building can meet for similar planning of the music work. If the sec- 
 ond procedure in introducing the new music books is followed, the same 
 plan as given under Section I (see pages 1-8) should be followed with this 
 additional suggestion. Because it is likely that the children would not 
 be as advanced as in a school which has been under regular supervision, 
 
The North Carolina Music Bulletin 9 
 
 a slight additional emphasis may be placed on the elementary phase of 
 music reading. This may be done in two ways: 
 
 a. By giving somewhat additional proportionate time to the reading 
 of the simpler songs In the book. 
 
 b. By reclassifying many of the reading songs as study songs, there- 
 by giving larger opportunity for the teacher to participate with 
 the children in the mastery of the song material. 
 
 In schools or classes where the study of music has not been consis- 
 tently followed, it will frequently be desirable from the Third Grade on- 
 ward to offer opportunities for the pupils to read simple music in addition 
 to that offered for the particular study topic under consideration by the 
 textbook for their grade. This can readily be done by borrowing once 
 a week the music books of the lower grades in the same school and read- 
 ing in that lower book the songs which fall under the same study topic. 
 The outlines in the teacher's manuals will show which songs are designed 
 for each topic of study, thereby making it easy for the teacher to carry 
 out a program of such additional reading experience. In this way the 
 textbook for each grade will offer songs suited to the pupils' mental and 
 emotional ages, while the addition of such review material will help to 
 bring up their technical studies to an equal degree of advancement. 
 
 Where music is being introduced into the Second Grade, it will often 
 be found advisable to postpone putting the books into the hands of the 
 children until after the first half of the year. During these early months 
 the teacher should teach a number of simple rote songs from THE MUSIC 
 HOUR, Fifst Book, supplemented by songs from THE MUSIC HOUR, 
 Kindergarten and First Grade Book, which can be borrowed from the 
 first grade teacher. While this is being done, attention being given to 
 the expressive use of the voice and to developing the singing voice in 
 children who have not been accustomed to its use, the second grade 
 teacher is advised to present Chapter 9, page 167, in the Kindergarten 
 and First Grade Book, "Rote Songs for Aural Observation." Directions 
 for this presentation will be found on pages 194-19 6 of that book. Such 
 procedure may be carried through December and if adequately handled, 
 children then will be ready for the regular study of the First Book of 
 THE MUSIC HOUR series beginning in January. In the year following 
 the first introduction of music study, the experience of the children in the 
 first grade will have prepared them to take up the regular second grade 
 outline as indicated in the Teacher's Manual. 
 
 Too much stress cannot be laid upon the importance of following the 
 directions as given in the several manuals of THE MUSIC HOUR series. 
 While these manuals were never intended to be arbitrary or. to suggest 
 that there is only one way of presenting music instruction, nevertheless, 
 it is strongly urged that in introducing THE MUSIC HOUR series the 
 outlines in the Manuals should be very carefully followed because they 
 offer a practical program based on years of actual experience and because 
 of the importance of a balanced offering of the various phases of a suc- 
 cessful music program, such as the Manuals give. 
 
 There should be not less than one manual to each grade in every 
 school, and the teacher at the beginning of the year should read the 
 
10 The North Carolina Music Bulletin 
 
 manual through thoroughly and then refer to it as the course is carried 
 on through the months of the year. In additon, for the convenience of 
 the teacher, the publishers of THE MUSIC HOUR have offered to every 
 teacher a wall chart outlining in detail the course to be followed in every 
 grade of the school. This wall chart not only outlines the technical 
 work to be done but gives explicit directions for correlations, apprecia- 
 tions, and other types of music experience in an integrated program. 
 
 Special Suggestion: The Chorus Plan outlined for Rural Schools (see 
 Section IV) is also recommended for this group of schools, as it is through 
 and by this plan that most effective work may be done in orienting THE 
 MUSIC HOUR series into the music program of the schools. 
 
 III. SCHOOLS WHICH HAVE NO REGULARLY PLANNED 
 LESSONS IN MUSIC 
 
 In introducing THE MUSIC HOUR series into schools where there has 
 been very little music instruction, it will be necessary to begin with few 
 and simple requirements for either teachers or pupils. 
 
 In the First Grade this situation need be no handicap in endeavoring 
 to give music instruction in accordance with the outlines of THE MUSIC 
 HOUR IN THE KINDERGARTEN AND FIRST GRADE. 
 
 In the Second Grade continue the foundation work in singing and 
 vocabulary building until pupils give evidences of readiness for the use 
 of text. 
 
 Where THE MUSIC HOUR, Second Book, is used the last half of the 
 second grade it may not be possible to complete the course effectively 
 because of the unfamiliarity of the teacher with the requirements of 
 music instruction and the new materials in the books. In this case the 
 procedures suggested for Plans I (see Section I) and II (see Section II) 
 should be followed, namely: each month should be taken as it comes 
 and completed as thoroughly as possible, progressing through the fol- 
 lowing months according to the calendar. 
 
 In the Third Grade it is recommended that teachers and pupils use 
 the First Book of THE MUSIC HOUR series until a good foundation is 
 accomplished. Where THE MUSIC HOUR, Second Book, is used, a pro- 
 cedure similar to the second grade is recommended, although it is 
 realized that proportionately less of each monthly outline is likely to 
 be completed. 
 
 In all schools under the present classification it is urgently recom- 
 mended that the teachers be called together for a study of the music to 
 be taught and the procedures in presenting it. (See Section II, pages 
 8-10). It is suggested that one teacher especially trained in music be 
 appointed to act as leader in this work. 
 
The North Carolina Music Bulletin 11 
 
 Because the pupils in grades studying the Third, Fourth and Fifth 
 Books are assumed to have had no previous music, the following plan 
 for introducing the music course is proposed: 
 
 1. The material outlined for each month should be taken up accord- 
 ing to the calendar months without retarding the progress be- 
 cause the monthly outlines are not completed. 
 
 2. Rote songs from each of the monthly outlines should be taught 
 either by the voice of the teacher or from records. (See list 
 of recorded songs in the teacher's manuals). 
 
 3. For the study of music notation, proceed as follows with the 
 songs listed below, books in the hands of the children: 
 
 a. Teach the song by rote. 
 
 b. Teach the so-fa syllables by rote as though they were another 
 stanza of the song. 
 
 c. The children enclose between the forefingers of the two hands 
 each successive phrase of the song while singing by syllables. 
 Discuss the rise and fall of the notes and compare with the 
 rise and fall of the voice. 
 
 d. Observe key signature. The last sharp to the right in the 
 signature is 7 of the scale; count downward the lines and 
 spaces to 1 and call it do. The last flat to the right is 4 of 
 the scale; count downward the lines and spaces to 1 and 
 call it do. 
 
 e. The following reading songs within the month's outline should 
 be treated in the same way, the teacher withdrawing her help 
 as fast as possible: 
 
 Fifth Book (6th G. ) 
 2 "Under the Window," 
 
 p. 2 
 "Under the Window," 
 
 p. 2 
 "The Nightingale's Com- 
 plaint" p. 16 
 4th. "In the Straw Stack," p. 21 "The Cedar Wax Wing," "The Nightingale's Com- 
 
 p. 18 plaint" p. 16 
 
 5th. "Over the Heather," p. 16 "Winter Song," p. 49 "Lullaby," p. 31 
 
 6th. "In the Straw Stack," p. 21 "Deck the Hall," p. 50 "Lullaby," p. 31 
 
 7th. Continue Study of the topic of the previous month "Home Sweet Home," 
 
 p. 48 
 8th. "Wind Song," p. 33 "St. Valentine's Day," "Home Sweet Home." 
 
 p. 71 p. 48 
 
 9th. "The Boy and the Lark," p. 95 "Stars Are Always in "Silent Night," p. 60 
 
 the Sky," p. 32 
 
 f. Proceed to the next reading song in the book and treat it 
 through similar steps. If and when there is a portion of the 
 new song the children themselves are able to sing without 
 the aid of the teacher, they should be encouraged to do so. 
 The teacher on the other hand should not hesitate at this stage 
 to help the children over any uncertain places. 
 
 g. For the study of notation in the seventh grade, follow the 
 outline given above for the sixth grade, using as rote songs 
 the material in the monthly outlines for the Fifth Book, 
 pages 76-166. 
 
 h. Each new monthly outline offers a new problem. These should 
 be presented to the children in accordance with the outlined 
 suggestions in the teacher's manuals and then taken for study 
 in accordance with the foregoing suggestions. 
 
 Special Suggestion: The Chorus Plan outlined for Rural Schools (see 
 Section IV) is also recommended for this group of schools, as it is through 
 and by this plan that the most effective work may be done in orienting 
 THE MUSIC HOUR series into the music program of the schools. 
 
 Month Third Book 
 
 Fourth Book 
 
 1st. "Many Things," p. 2 
 
 "The Traveler,'^ 
 
 2nd. "The Herd Boy's Song," p. 13 
 
 "Dawn," p. 13 
 
 3rd. "Over the Heather," p. 16 
 
 "September," p 
 
12 The North Carolina Music Bulletin 
 
 iv. rural schools of the small type — one- to 
 four-teacher schools 
 
 In those schools where music has regularly been a part of the daily 
 program, it is recommended that the boys and girls be given an oppor- 
 tunity to follow the materials of each grade, the teacher grouping the 
 pupils in accordance with their regular grading. "Where it is found 
 that there are too few pupils in any grade which would not justify a 
 separate lesson in music, two grades or more may be grouped together 
 for this purpose and ithe textbook used which will best fit the degree 
 of advancement for that particular group. 
 
 As a practical beginning in rural schools where music has not pre- 
 viously been taught, it is suggested that the pupils in each classroom 
 be divided into two groups. This should be done whether the school is 
 a one-teacher or more than one-teacher school. These two groups should 
 then receive separate music lessons and be considered as a primary 
 group and an intermediate group. The simplest procedure for intro- 
 ducing music into rural schools which have had no previous instruction 
 is the plan known as the "CHORUS PLAN." This may be described 
 as follows: The pupils learn the songs by listening to record selections 
 while holding the open book before them and following the music notation. 
 
 First year. Victor Record No. 22621 (on the A face of the record), 
 seven songs from the First Book, Music Hour Series. 
 Victor Record No. 229 92 (on the A face of the record), eight songs 
 from the First Book, Music Hour Series. 
 
 Second year. Victor Record No. 22621 (on the B face of the record), 
 songs from the Second Book, Music Hour Series. 
 Victor Record No. 22992 (on the B face of the record), songs 
 from the Second Book, Music Hour Series. 
 
 As each child becomes able to sing the song alone, he is entered into 
 the "School Chorus" for that song. The chorus consists of children who 
 have learned to sing individually the song as assigned. 
 
 After the children have studied the songs from the records as sug- 
 gested, they are ready to begin the study of a monthly outline for a 
 given book. 
 
 After the Second Book has been studied in the second year as sug- 
 gested, the First and Second Books become the texts for alternate years 
 of the elementary grades. 
 
 A similar plan of studying the songs of the course from Victor re- 
 cordings should be followed in the intermediate grades. The Third Book 
 and the following records should be used: 
 
 Victor Record No. 22993 (on the A face of the record), eight songs 
 
 from the Third Book, Music Hour Series. 
 Victor Record No. 36032 (on the A face of the record), six songs 
 
 from the Third Book, Music Hour Series. 
 
 Victor Record No. 22993 (on the B. face of the record), songs from 
 
 the Fourth Book, Music Hour Series. 
 Victor Record No. 36032 (on the B face of the record), songs from 
 
 the Fourth Book, Music Hour Series. 
 
The North Carolina Music Bulletin 13 
 
 As before, it is suggested that the Third and Fourth Books be used 
 for alternate years of study. 
 
 The Fifth Book of the course is particularly appropriate for a 
 "SPECIAL SCHOOL CHOIR" of these grades, composed of the more 
 musical and interested pupils. Pupils of higher grades will also be in- 
 terested to sing the material in this more advanced book. 
 
 It will be noted in the foregoing that three types of school "choruses" 
 or "choirs" have been suggested. 
 
 a. Children in the primary grades who have sung individually the 
 songs from the recorded selections. 
 
 b. Children in the intermediate grades who have sung individually 
 the songs from the recorded selections. 
 
 e. Advanced pupils of the intermediate grades and pupils of the 
 upper grades who will sing the more advanced selections from 
 the Fifth Book. 
 
 An excellent plan for encouraging the pupils and for seeking the in- 
 terest and support of the community is from time to time on appropriate 
 occasions to have children from various schools within a given district 
 gather together and sing the songs of the course which they have all 
 learned. By following the outline suggested above, a number of songs 
 would be learned by pupils of all the schools and would become the pro- 
 gram material for such community gatherings. This chorus plan is intended 
 for the use of those teachers who have been largely unfamiliar with the 
 administration of the music program and offers an opportunity for the 
 teacher to learn along with the pupils. Where the teacher is trained 
 in giving music lessons, she will be able to follow the regular outlines 
 of the definitely planned course as given in the teacher's manuals of 
 THE MUSIC HOUR. 
 
 C. IN CONCLUSION 
 
 Although the foregoing suggestions have been very largely directed 
 toward helping boys and girls to acquire a mastery of the course, the 
 primary purpose of music instruction in the schools is to develop a pleas- 
 ure in music and a joy in participating in its performance. The songs 
 of THE MUSIC HOUR throughout are selected with this thought prin- 
 cipally in mind, and even those songs designated as reading and study 
 songs are such as will appeal to the children and lead them to wish to 
 sing. This objective is further insured in that the source of the songs 
 is from the world's finest music and that the content lends itself ad- 
 mirably to the correlations of the modern integrated program. 
 
 The State Course of Study in Music (1935), Publication 189, (see 
 pages 466-489) presents in (1) fundamental principles; (2) music abili- 
 ties by grades; (3) special problems; (4) music appreciation; and (5) 
 grading and testing: a basic course in music for the elementary school 
 which should be the frame work or structure for building the music pro- 
 gram and its adaption to any school situation. The new MUSIC HOUR 
 series provides basic material for the many activities suggested in the 
 
14 The North Carolina Music Bulletin 
 
 Course of Study in Music and for the integration of music in larger units 
 of instruction involving learning experiences in many subject matter 
 fields. 
 
 The integration of music with the other interests and activities in 
 and out of school will be further facilitated by the use of a compli- 
 mentary pamphlet, "The Music Hour Integrated Program for the Ele- 
 mentary Grades," now in preparation. This pamphlet will direct the 
 teacher to those sources throughout the series which will bring song 
 materials, instrumental correlations, rhythmic expression, and listening 
 lessons readily into the various types of units of work. 
 
 Finally, it should be borne in mind that we "do not use music to teach 
 but rather teach music to use." The success of our music program will 
 ultimately be judged by the general use of music in the lives of the chil- 
 dren and in the communities where they live rather than by any par- 
 ticular demonstration within a classroom. This conception of the place 
 of music means that the teacher should bring music into as many of the 
 child's experiences throughout the day as is appropriate. It should be 
 recognized also that, first of all, music is something to be heard. This 
 means that in addition to the singing program the schools should en- 
 courage the use of a library of phonograph records and train the chil- 
 dren to listen. This subject is developed at considerable length in the 
 manuals of THE MUSIC HOUR series and lists of records and their use 
 in connection with the music lesson and in correlation with the other 
 lessons of the day offer an outline for a carefully conceived, integrated 
 program. The plan provides for correlations with history, geography, 
 art, literature, and physical expression, and associates music with the 
 round of the child's experiences in the school and at home. 
 
 Another excellent association is the wealth of splendid music programs 
 offered by the radio. The teacher should help the children to discover 
 these fine programs and should stimulate them to listen to them and 
 discuss what they have heard. This activity offers the opportunity for 
 enlarging the creative program through the making of a music note- 
 book in which each child records his growing contacts with the entire 
 world of music. 
 
 Among the many values of music in the schools should especially be 
 cited its beneficial effects upon correct speech. A good tone quality 
 necessitates the proper use of the vocal organs, and the consideration 
 of beautiful singing necessarily entails a discussion of the elements in- 
 volved In producing correct tones. Children should be taught to ob- 
 serve that tone is sustained on the vowel sounds and, therefore, a good 
 tone must use correct vowels. The consonants in singing should be dis- 
 tinct and clean cut. They will either introduce or close the vowel sound 
 and must not interrupt its flow. Teachers endeavor to lead their pupils 
 into correct habits of speech, and therefore, will welcome the helps that 
 are given in the music lesson as suggested in the Teacher's Manuals of 
 THE MUSIC HOUR. In the Elementary Teacher's Manual a plan is 
 offered for the study of rhythms based upon scansion of the text. This 
 provides an excellent opportunity for special attention to correct speech 
 as well as to rhythmic speech. The scansion should never be strained 
 
The North Carolina Music Bulletin 15 
 
 or mechanical, but should be a lovely rhythmic flow of tone in itself, as 
 beautiful as singing. Of late this very type of experience has been de- 
 veloped into an art form called "verse speaking," which means that 
 groups of people, usually of high school age, speak lovely poetry or prose 
 with the most careful attention to the flow of the language and to the 
 expressive quality of the presentation of the poetic ideas. Scansion in the 
 lower grades and throughout the course can lay a broad foundation for 
 any further use in the upper grades of verse speaking which the English 
 department may wish to develop. 
 
 D. MATERIALS OF INSTRUCTION 
 
 Texts for Pupils: 
 
 Grade-by-grade Series: THE MUSIC HOUR 
 
 KINDERGARTEN AND FIRST GRADE — a book for the teacher, con- 
 taining songs, activities, and directions. 
 FIRST BOOK, for Second Grade 
 SECOND BOOK, for Third Grade 
 THIRD BOOK, for Fourth Grade 
 FOURTH BOOK, for Fifth Grade 
 FIFTH BOOK, for Sixth and Seventh Grades 
 
 Manuals for Teachers: 
 
 ELEMENTARY TEACHER'S BOOK to accompany the First and 
 Second Books, with accompaniments and additional rote songs. 
 
 INTERMEDIATE TEACHER'S BOOK to accompany the Third and 
 Fourth Books, with accompaniments. 
 
 TEACHER'S GUIDE FOR THE FIFTH BOOK, with accompaniments. 
 
 References for Teachers: 
 
 Fox and Hopkins — Creative School Music. Silver Burdett & Co., 
 State Course of Study — Publication No. 189, 1935. 
 State Department of Public Instruction, Raleigh, N. C. 
 Catalog RCA Victor Company, Camden, N. J. 
 
UNIVERSITY OF N.C. AT CHAPEL HILL 
 
 00034021941 
 
 FOR USE ONLY IN 
 THE NORTH CAROLINA COLLECTION 
 
 ■^ 
 
 i 
 
 ?: 
 
 Form No. A-368, Rev. 8/95