Programmed Learning for Primary Choirs in Southern Baptist Churches Page: III
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PREFACE
How many times have educators heard "I like music, but
I don't like school music." Most people do enjoy music of
some kind or at least some part of it--rhythm, the melodic
line, harmony, or voice color. All too often educators
place too much emphasis on the symbols for things and neglect
the things themselves. Many people, for example, confuse
"knowing the notes" with reading music, while reading music
actually itnvoves much more. To quote James Mursell:
One often sees school courses of study in music which
begin with noble statements of aim explaining that the
purpose is to develop musical appreciation, musical
discrimination, musical power, musical fulfillment and
so forth. But then nothing seems to be done about
these professions of faith. What follows is simply a
sequence of lessons to be learned one by one, habits
to be formed, items of knowledge to be acquired.'
No knowledge is worth very much at all, just for the sake of
having it. For a parent or teacher who wants to Introduce a
child to more than the sound and feeling of music, familiar-
ity with suLch ideas as signs, staves, time and note values,
keys, tempo markings and other knowledge of this type is
essential.
1James Lockhart Mursell, Education for Musical Growth,
(Boston, 1948), p. 12.111
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Bridges, Fred M. (Fred Marvin). Programmed Learning for Primary Choirs in Southern Baptist Churches, thesis, August 1968; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc663424/m1/2/: accessed April 23, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .