HOW TO USE 18296-B The children enjoy taking two pencils and playing the xylophone. This selection is especially well suited to third grade, because there are several places where the xylophone has a few measures of rest. The children must listen carefully and not play when the xylophone has stopped. They wait also during the introduction and begin exactly with the instrument which they are imitating. Tell the Chinese legend of the xylophone from Pan and His Pipes, page 19. Use same selection in giving the instruments of the orchestra in the grammar and high school. Show picture of xylophone in Orchestra Charts. Give description of instrument from booklet with Orchestra Charts. (See page 176.) HOW TO USE 18296-A This selection may be used in the primary grades for cultural hearing. In the upper grades it may be used for recognition of violin, flute, harp, and celesta. This is especially suitable for such work, as the violin and celesta are heard first, then the flute and celesta. First have the children raise hands each time the violin is heard, then play selection again and notice the flute. Raise left hands when harp is heard. Use pictures of instruments from Orchestra Charts. HOW TO USE 17735 Bird records may be used for innumerable occasions. On Arbor Day, May Day, etc., if two or three small machines can be borrowed, several of the real bird records may be played simultaneously. If the instruments may be concealed in the wings or behind screens or flowers the effect is beautiful. (See "Nature Study.") CORRELATIONS HERE lies a grave danger in treating music too much as an art by itself. Music should be so woven into the different activities of the day, that the child will never gain the idea that it is a thing separate and apart. It should be infused into almost every study as a natural illuminant of the work in reading, writing, nature study, art, stories of other lands, myths, rhythms, etc., etc. Then, and only then, can it really enter into the very thought processes of the child and have a place in the events of daily life. Nowhere is this thought more clearly brought out than in the educational system of the ancient Greeks. There, education was classified under two heads: Physical Culture and Music. By music was meant all the arts presided over by the nine Muses. Music entered extensively into every art and science, and the opinion obtained that one without musical accomplishment was deficient in the culture of a Greek citizen. Lest the teacher or supervisor may confine the Victrola to music only, without permitting it to enter other departments upon whose studies it has a vital bearing, specific cases under various subjects are herewith presented, that the teachers of these departments may avail themselves of this effective means of reaching the pupil. The Victrola as an element of interest, ought to enlist the coöperation of all the teachers in the school. The use of Victor records at the proper time in many recitations does much to vitalize the lessons, and lifts a seemingly dry subject from the black-and-white of the printed page into the realm of human interest. The following correlations are designed to give only a general idea of the very wide field covered by Victor records. Every teacher should adapt the abundant wealth of the material to the conditions and needs that exist in his or her own classroom. SUGGESTED CORRELATIONS OF POETRY Music of the same fanciful atmosphere or the same temperamental key as a bit of verse or prose reading can often enhance the beauty and vivify the impression of such a reading. The following readings have been chosen from some of the more modern primary readers that have met with wide use in schools, and are listed with records that may be used to advantage in this correlative way. The Ancient Mariner-Noël (Holy Night) 17842 He prayeth best who loveth best All things both great and small -SAMUEL TAYLOR COLERIDGE (From Riverside Readers, Book III. Used by permission of Houghton Mifflin Co.) Apple Blossoms-Spring Song (Mendelssohn) 18648 To Spring (Grieg) 64264 Have you seen an apple orchard in the spring? An English apple orchard in the spring? When the spreading trees are hoary In the spring! (From Blodgett Readers, Book IV. Used by permission of Ginn & Co.) Birds' Orchestra-Sounds of the Forest-55092 or 16835 Bobolink shall play the violin, Lonely, sweet, and sad, the meadow-lark Plays the oboe. Hark! Yellow-bird the clarionet shall play, Blithe, clear and gay. Purple-finch what instrument will suit? Fire-winged blackbirds sound the merry fife, And the robins wind the mellow horn Loudly, eve and morn. Who shall clash the cymbals? Jay and crow, That is all they know; And, to roll the deep melodious drum, Lo! the bull-frogs come. Then the splendid chorus! Of so fine a thing? Truly, one and all? Who shall sing -CELIA THAXTER Who the names of the performers call (From Elson Grammar School Readers, Book III. Used by permission of Scott, Foresman Co.) Bob White-Spring Voices-16835 There's a plump little chap in a speckled coat, Where he whistles at breezy, bracing morn, When the buckwheat is ripe, and stacked is the corn, "Bob White! Bob White! Bob White!" (From Riverside Readers, Book IV. Used by permission of Houghton Mifflin Co.) The Brook-At the Brook-64103 or The Brook-64324. I come from haunts of coot and hern, I make a sudden sally, And sparkle out among the fern, To bicker down a valley. -TENNYSON (From Riverside Readers, Book VI. Used by permission of Houghton Mifflin Co.) The Brooklet-By the Brook-17844 The Brooklet See the brooklets flowing, Downward to the sea, Pouring all their treasures (Schubert) 17532 Yet to help their giving, Or, if need be, showers (From Elson Primary School Reader, Book III. Used by permission Scott, Foresman Co.) The Brown Thrush-Song of the Thrush-45057 Hush! Look! In my tree, I'm as happy as happy can be!" -LUCY LARCOM (From Elson Grammar School Readers, Book I. Used by permission of Scott, Foresman Co.) The Bumble Bee-The Bee- -64076 My name is Mr. Bumblebee, For when the purple flowers I see, To boom, boom, buzz, buzz, Boom, buzz, boom! Oh, I'm a rover in the land And all I need is room! -MARTHA A. L. LANE (From Jones Readers, Book II. Used by permission of Ginn & Co.) Cradle Song-Lullaby from “Erminie”—18622 Sleep, baby, sleep! The great stars are the sheep, The little stars are the lambs, I guess; The bright moon is the shepherdess. Sleep, baby, sleep! (From Jones Readers, Book II. Used by permission of Ginn & Co.) A Farewell-Four Leaf Clover-64139 Be good, sweet maid, and let who will be clever; -CHARLES KINGSLEY (From Elson Primary School Reader, Book IV. Used by permission of Scott, Foresman Co.) The Fountain-The Fountain-70031 Into the sunshine, Full of the light, Leaping and flashing From morn till night! (From Elson Grammar School Readers, Book II Glorious fountain! Let my heart be Fresh, changeful, constant, -JAMES RUSSELL LOWELL |