Inspiration must be embodied in a definite
form, or others cannot share the vision of beauty.
For a time the child now has to learn to select a musical form, then to
choose a musical thought which can be fitly expressed in it. It will
seem a cramping process after the freedom of extemporizing, but the
child who loves the work will willingly submit to the discipline. It
cannot be too often impressed on the young teacher that children as a
whole _like_ discipline. They despise those who are indifferent to it,
and give a ready submission to those who expect it, provided they feel
sure of an underlying sympathy.
The first lessons in form should consist of the analysis of simple
tunes, preferably of the Folk Song type. The forms known as AB, ABA, and
the variants derived from these will be explained, and the class will
write examples of each, at first not harmonizing the melodies, but
afterwards doing so. The old dance forms will then be taken. At this
stage it is absolutely necessary for those of the class who are musical,
and who wish to give a little extra time to music, to go through a
course of strict harmony and counterpoint; endless time will be wasted
if they do not do so.
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