Music can be a great power for good or for evil. Hence, it is important to the saving of our Seventh-day Adventist young people that they learn to love that which is good in music. During the unsteady and sometimes turbulent teen-age years, the association of good music is a stabilizing influence.
The church school board in Orlando feels keenly the importance of music in the development of our boys and girls. We have a four- teacher school with a peak enrollment of 120. Our principal has wholeheartedly supported the music program. A music instructor was en gaged to spend thirty minutes a week in each room. In addition, glee club was offered to students of grades five through eight. The matriculation fee for each child included one dollar for music instruction.
We planned for the children to become aware of their singing voices, to know the joy of singing, to learn musical terms and theory, to become acquainted with the masters and their music, and-to develop interest in the use of an instrument. It is natural for boys and girls to enjoy singing. Songs should be chosen which they can enjoy, according to the experience of their years. The songs should have good melody and text.
From grades one through eight, whether in singing, listening, or band practice, the most important element is to maintain a good swinging rhythm. In this way music becomes alive. Every living soul responds to rhythmic music, whether it is Bach or Stephen Foster. All music should be taught in an atmosphere of freedom, joy, and relaxation; yet the instructor must have the undivided attention of each one. A bit of humor is always acceptable, and praise for endeavors gives real stimulus.
Knowledge of theory is a requirement in grades five through eight. These children should be taught to read music, and' to know the values of notes, rests, key signatures, and musical terms.
For music appreciation the children are taught the lives and music of the masters. To every composition presented for their musical storehouse, a story or clue is always given. In teaching the little ones the music of Schumann, six selections were used from his Album for the Young. The "Soldier's March," was first demonstrated with the "goose step," to show them how stiff-legged toy soldiers would march. When the piece was played they were delighted and wanted to hear it again. The "Lullaby," "Knight Rupert," "Happy Farmer," "Wild Horseman," and "Traumerei" were all appropriately introduced before the music was played. One week later these little folks in grades one and two were able to recall the composer, and every piece they heard the week before.
The same method was used for grades three and four. I have had the thrill of playing for twenty-eight active youngsters from eight to eleven in a room so quiet you could hear a pin drop.
Grades five, six, seven, and eight will always listen to a good story, and I have stories for every composition. For Schubert's Unfinished Symphony I wrote on the blackboard three principle melodies for them to hear. As we listened to the recording we counted the number of times they appeared. For the Tchaikovsky Nutcracker Suite I wrote on the board the outline of some of the rhythmic patterns as found in the more difficult numbers. With a little practice beforehand we were able to beat out the rhythm. I also called their attention to the various instruments they could hear. Another way to help identify compositions is to fit the title to the opening phrase of the music, which is easily done in such pieces as Schubert's "Impromptu" and MacDowell's "To a Wild Rose."
A rhythm band is thrilling to the little folks. We start by clapping in unison. Then half the room holds one clap while the other group has two claps. The little folk were not all able to keep the rhythm at first, but we did not make an issue of it. We -went ahead with the band, and soon, one by one, the stray members were, keeping time with the others.
For the loud instruments, such as cymbals and blocks, we used only the good timekeepers. These gave the beat on the first count. Sticks were given a little more freedom. We let them fit into the rhythm either on the first and third beat (in four- four time) or lightly on all the beats. It must be remembered in a rhythm band that the children should have freedom to ex press themselves, yet a certain amount of direction is in order.
In learning a new piece they were asked first to listen as it was played, thinking of the interpretation, whether vigorous, or light and dainty—and then use their instruments accordingly'. On just one number, "The Parade of the Wooden Soldiers," I asked them to play according to direction, and we worked for different effects, using various groups of instruments. This helped them to be keen for changes of mood and pat tern in the music.
Last year the children in the third grade had an en joy able _ time in the rhythm band. This year before many months had passed they felt the lack of their band activity so keenly that they requested a flute band. I can assure you that a flute band has a much greater chance of success when the youngsters are begging for it than if it is imposed upon them. Flutes were purchased at fifty cents each, and we began. After spending a few periods in mastering the mechanics of flute playing, definite assignments were given to be learned before the next practice. Meanwhile the children of the fifth and sixth grades requested a flute band also. When both groups could play fairly well, we combined for practice. Approximately 50 per cent of the third- and fourth-grade group and about 90 per cent of the fifth- and sixth-grade group mastered the flute.
The glee club, to which the children of grades five through eight were invited, represented our highest musical attainment. We learned songs in two and three parts, using the best music and endeavoring to perform it correctly as to interpretation and pronunciation. During the last fifteen minutes of every period the students selected the songs they most enjoyed for pure relaxation.
In connection with our glee club we organized a junior male chorus of about fourteen boys with a director aged eleven. They were inspired largely by the senior male chorus who sing on the weekly Adventist Hour broadcast. These boys were delighted to have their own junior chorus, and have practiced faithfully and enthusiastically. On Sabbath afternoons we sing for shut-ins. We have also taken part in young people's meetings and the radio broadcast.
This spring we held a music festival. Since the entire student body of more than one hundred participated, care had to be taken that groups entering and leaving the platform would not consume precious time which would quickly tire the audience. We chose a building which had a large platform with two outside entrances. The groups lined up outside and entered from the right in the order in which they appeared on the platform. When their part was finished they made their exit through the left side, and a new group was ready to take its place from the opposite side.
The program was divided into four sections, with well-chosen instrumental numbers between. The four sections were: the primary songsters, the rhythm band, the glee club, and the flute band.
In our program material care was taken to include a variety so that the program would not become repetitious. Music of different tempo and mood was chosen, as well as specials, solos, and ensemble groups, for lively interest.
The rhythm band members were dressed in uniform with red-and-white crepe paper capes and hats. The flute band members wore white cotton T shirts, with a green crepe paper ribbon crossed diagonally from shoulder to waist.
The ministers of our three churches in greater Orlando were notified a month in advance of our plans so that there would be no conflicting appointments. Very attractive announcements were sent home to every parent and given out in the churches. When we opened the curtains at the appointed hour an eager audience occupied all available space in the hall. Over one hundred were standing outside, and many were turned away.
A grade school music program is a most effective way of interesting parents, friends, and students. The children showed by their deportment that they were doing their best to live up to the occasion. The parents were justly proud of the children, and all spent a most enjoyable evening together.
