An elementary school music curriculum and in-service training music workshop for the classroom teacher.
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The Problem. Any intelligent music program must be founded upon sound philosophical and psychological bases. Out of an understanding of the why and how of a music education program, there must arise a curriculum by means of which the philosophical and psychological concepts may be effected. The curriculum takes the form of resource material with principles regarding its presentation. The material must provide for the development of the child as suggested by a five-fold approach to music education. In addition, provision must be made to insure that the classroom teacher has a sufficient knowledge, experience, and skill in music to be able to present the program effectively. The basic criteria for the formulation of a music curriculum was taken from the Outline of a Program for Music Education, an official research report of the Music Educators National Conference. The criteria for the development of an in-service training music workshop was taken from Musical Development of the Classroom Teacher, an official research report of the Music Educators National Conference. Sources of Data. The study of numerous books, articles from periodicals, unpublished theses and dissertations, courses of study from various communities, numerous personal conversations with classroom teachers, music teachers, music supervisors, and school administrators, and the teaching suggestions which accompany various basal song series, were the sources of data upon which this work was based. [TRUNCATED]
Abstract: p. 464-466. Autobiography: p. 468. Thesis (DMA)--Boston University. Bibliography: p. 452-462.
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