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Lethbridge Herald Newspaper Archives

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Lethbridge Herald (Newspaper) - February 25, 1971, Lethbridge, Alberta Open space teaching at new Fleetwood-Bawden School Music-a means of self expression By SISTER MARY GOUTHRO Catholic Central High "And the night will be filled with music And the cares that infest the day Will fold their tents like the Arabs And silently steal away." These words of Longfellow are always meaningful to me because I think they bring out or sum up one or some of the most valuable effects of music. Music is an art, and as opposed to the sciences which deal mainly with facts, figures and machines, deals with the ideas and the emotions. In educating the whole child we must be interested and put emphasis on both. Music is a means of self-expression. It offers many more possibilities to man, than does speech, to express and communicate his ideas and aspirations. Many people, particularly young people need a constructive way of expressing their feelings and music can provide an excellent opportunity for emotional re- I think one of the greatest things music can do for us is to promote in us self-discipline. It is a discipline to sing in a group, to tram ourselves to listen to other people's voices and to have ours blend with theirs. It is a discipline to make ourselves just be quiet for a time and listen attentively and appreciatively to a piece of music. This also can be one of the most rewarding experiences. To many people music gives them an opportunity to achieve. It is "their thing", whereas they may not be able to make it in some other line. Music is part of our total living. It is with us in our daily lives and will be there till the end of time I am sure. There are many, many kinds of music and I think each has something to offer. However to be able to appreciate and participate in as many forms as possible is the ideal. If you can do this you can find your way in any group. You can also fill your leisure time with many useful and worthwhile activities. No real great talent is needed in order ot be able to participate in some form of music, especially singing. However most people need some encouragement in the line of singing and if they get this when they are young they will probably sing throughout their lives. Music creates in you a great sensitivity to things of beauty and helps you feel with and for people. It brings you close to all mankind and thus close to God in whom all beauty exists. At Catholic Central High we do have some form of music program with a part time music teacher. It never ceases to amaze me that there is so much talent contained in this one school. The pity of it is that we rarely see or bear any of it I think we are missing out greatly here. If there were time and facilities for groups to get together and be creative with their talent I am sure thero would be much hidden talent brought to light. To some music is thought of only as singing. There are many different ways of expressing oneself through music be- sides singing. Catholic Central High badly needs facilities and space for a band and-or orchestral program. This is so necessary in junior and senior high school. We have done much in the music field in Catholic Central and I know many students have been given the incentive, not only to go on to study in the music field but also to use music for their own enjoyment and leisure time, but we still have a long way to go. We need support from parents, other teachers and friends who show us that they really believe in the power of music. The students need encouragement in any form of talent they may possess in this line. Let us all help music to help the world through the men and women of tomorrow. Arts essential: enrich "quality in life By JOAN LAYTOV Allan Watson School We are living in an increasingly scientific age, an age when scholars have warned frequently and urgently that the humanities must not be neg-glected. Goethe said, "A man should hear a little music, read a little poetry, and see a fine picture every day of his life, in order that worldly cares may not obliterate the sense of the beautiful which Gcd h'd implanted in the human soul." The arts are essential to enrich the quality of life for every human. As one of the arts, music coricerns itself with the thoughts and the emotions of men. rather than with statistics and machines. It is becoming more and more self-evident that people the world over must rely upon creative and imaginative solutions to critical problems. The encouragement of productive and original thinking therefore has grown increasingly significant. The meaningful study of music is particularly adapted not only to brir.g alxwt greater aesthetic perception, hut to inspire innovative arsd experi-mentiv* thinking. Over the oer-tcrie.- man has discovered that music often surpasses speech in expressive possibilities. A child achieves increasing aesthetic appreciation and responsiveness through his experiences with the tonal and rhythmical patterns that distinguish music from all other media. Children find music a highly personal, immediate, and direct form of communication, offering experiences in learning that no other activity in the school is able to furnish in precisely the same way. The role of musical expression is valuable indeed, in building a child's self-image, rendering him a socially acceptable way to vent his emotions, and furthering his perceptual learning. From the very beginning stages of their education, children should be subjected to many and varied opportunities for musical expression, each at his own level of aptitude. Adolescents, especially, need a constructive means of conveying their feelings. They also need to comprehend and respond to the feelings of others. Music has a great deal to offer as an intellectual endeavour yet one of its fundamental characteristics is its provision for emotional release. That musical growth makes intellectual growth in other areas easier is readily apparent. There is a built-in motivational factor since it is so natural for children to move and sing and play. Learning to understand the design and fabric of a musical composition, to interpret musical notation, or to comprehend the orgaizational structure of poetry set to music, generates intellectual capacity, correlating music with other curriculum offerings can be extremely rewarding in uugment-ing learnings in these areas. To sing in tune, to listen to the voices of others in order to blend one's own voice with theirs, to master difficult musical passages, and to manipulate an instrument correctly requires self-discipline, the seeming lack of which young people are frequently criticized. The youngster who is innately musical may not excel in science or mathematics. Such a student should have an opportunity to achieve and succeed, and to attain a feeling of belonging through musical experiences. Music-making allows a broad range of accomplishment in accordance with student interest and talent. The lifetime enjoyment that is attained from responding to and understanding music can be evolved from initial music experiences in the classroom. The sheer delight that comes from musk, whether one is per- forming, studying or just listening as a leisure - time activity, brings a lasting satisfaction. Creating with art ARNOLD HARRIS Senator Buchanan School Our major objective in teaching art at the elementary level is not to turn out artists, but rather to familiarize children with and help them to become more a wars of the world around them. All too often we take our environment for granted. We look at people, places, and objects but we don't really see them; we handle familiar objects but fail to realize the simplicity of design, texture or color. One might ask, "What is so valuable about seeing, touching, imagining or creating?" Regardless of where one goes or where one looks one is surrounded by elements of design: shapes, repetition of shapes, color, line, and texture. During a discussion with Grade 5 students, I listened as they became more aware of the degree to which art influenced their lives. The students were quick to' point out that many items were designed with a specific purpose in mind: designing planes and trains, clothes, appliances and furniture to name a few. Just recently the Grade 4 classes began discussing why art is such an important part of the regular cirriculum. To stir up some reaction, I suggested that maybe art was not as important as their other subjects. The classes' response was a long, loud, "NO!" To my question, "What have you learned this year in art that is valuable to you?", one student replied: "It helps us to see what things really look like; like when we brought the birds in and drew them." Others referred to the field-trip around the school yard to making an intensified study of trees and the way they grow, Which incidently, helped to limit the number of "lollipop" trees the children were used to drawing- ;