A critical evaluation of the music curriculum in representative high schools of California, Oregon and Washington and a suggested program based upon the possibilities of post school musical activities

Music for every child. Every child tor Music. How many time have we heard that? Fundamentally, however, it does not go deeply enough into the objectives and purpose of music in the schools today. Every conceivable kind of music is being used in modern schools, and every type of ensemble group is singing or playing this music. Are the schools creating the best possible music environment for the students? Are the students receiving from their music classes the maximum of increases in social competency, which is, after all, the most important objective of all education? Should small ensemble groups both instrumental and vocal be encouraged or put out of the music curriculum? Should money be spent by the school board for uniforms and instruments? Should marches and popular music predominate in the band and orchestra? Can we achieve technical perfection and enjoyment at the same time? Is there value in an A Cappella Choir? These and other pertinent questions arise wherever music teachers meet and very often when administrators meet. These questions should be answered as scientifically as possible, that is, scientifically with regard to the educational values of the subject discussed. It is the sincere hope of the writer that this paper might be service in answering some of these questions. First, a valid questionnaire sent to a representative portion of the high schools in Washington, Oregon, and California will be reviewed in order to tabulate and graph the present tendencies in the music field. Second, an attempt will be made to show the weaknesses of the present methods and courses in music and the reasons why the present music curriculum is unsound. Third, a curriculum for the music department will be presented which would be educationally sound and therefore should be acceptable to teaches, administrators, and laymen interested in developing a socially competent individual, and yet believing whole-heartedly in the slogan given at the beginning of this paper. If these things are done satisfactorily and sincerely, possibly there will be value in the paper for some person with problems such as these