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9. Public School Music Methods. (Double Course.)
(a) General. Special teachers; supervisors, lesson plans; outlines; selection and
teaching of rote songs; child voice; ear training; monotone training; written work; individual and concert work; place and value of singing games; public performances; materials.
First period: Imitative work or training in rhythm, accent, measure,
phrase; melody, ear training, voice training, establishing of ton
ality, interpretation, song repertoire. Second period: Transition from rote to note-scale songs and studies;
establishment of tone relationships; staff. Study songs; clef; measure sign; bar; measure; quarter and half notes; double bar;
accent and phrase marks. Third period: Beginning of sight singing; melodies in the nine com
mon keys and tne common kinds of measure.
(c) Grammar. Book in hands of children; pitch names; key names; singing of longer
songs at sight; common rhythm problems; intermediate tones sharp four and flat seven; two-part songs; further rhythm problems; completion of intermediate tones; three-part song; triads; completion of major keys; the minor mode; the F-Clef. 4 units.
M Tu W Th F, 9-11. Hearst Mining Building.
Play School Music.
Miss Wilson. The music in the play school is for the purpose of giving children
musical experiences and proving the possibilities of using the play
instinct to establish specifically rhythm and tonality. Color material will be used in many of the games to assist in the work
in observation, spontaneous play and various linguistic activities. In the rhythmic work special attention is to be given the educational, aesthetic, and physical benefits to be derived from rhythmic movement, whether it is a rote song being dramatized, a folk dance, or a rhythmic for physical balance.
11. High School Course.
An outline or courses of study and methods of presenting music in
the hign school; the classification and use of the voices in singing; the balance of voice parts; seating; enunciation; diction; the art of conducting unisons, duets, trios, quartettes, part songs, choruses, and cantatas; the selection of material and interpretation. 2 units,
M Tu W Th F, 10. Hearst Mining Building.
The correct use of the baton; technic of beating part measures; tone
color, how secured; seating of chorus or orchestra; how to detect errors; directing general ensemble, vocal and instrumental; use of orchestral instruments; study of orchestral works; making of programs. 2 units.
M Tu W Th F, 11. Hearst Mining Building.
Study and performance of works suitable for high school classes, glee
clubs and concerts. One evening during the session will be devoted to a concert given by the chorus, and all men and women, even though not especially members of the classes in music, are cordially invited to attend chorus practice and participate in the concert. 1 unit.
M Tu W Th F, 1. 200 Hearst Mining Building.
14. The Orchestra.
A brief study of the individual instruments; their history, nature,
and use, both solo and ensemble. The score; the history and development of orchestral writing and usages from Gluck to the
present day. Class illustration by professional musicians. 1 unit. MWF, 2. Hearst Mining Building.
15. Community and Festival Music.
Mr. JONES. Practical study of the problem of stimulating musical activity, and
organizing and developing the musical forces, in communities; together with consideration of the music of festivals and pageants. Survey of developments in various parts of the world; recent and significant movements in America; agencies, means and their utilization; technical requirements, with drill on important features; practical application in musical ensemble and festival work of the session. Designed for music teachers, public school teach
ers and principals, social workers, and civic leaders. 1 or 2 units. M Tu W Th F, 3. Hearst Mining Building. NOTE.—The course will be so arranged that those desiring may elect
sections either for general community music or for the more specific music of the festival. The latter section is designed to supplement and furnish the necessary musical element of the course in Festivals, Education 101.
Informal Musical Gatherings.
ing of familiar songs and choruses; vocal and instrumental solos
participate or to listen. Open to the public. No credit. M, 7:15 p.m.
ROBERT W: PACK, B.S., Associate Geologist, United States Geological
Survey. Roy E. DICKERSON, M.S., Instructor in Science, Mission High School, San
106. Field Course on the Faunal Zones and Stratigraphic Sequence in the
Coast Ranges of California. Mr. Pack and Mr. DICKERSON. The course will consist of fiv weeks of mapping and eld study of
a typical section in the coast ranges of middle California. It is the purpose of the work to obtain a knowledge of the detail of the stratigraphic sequence and the included faunal zones found in the principal formations of the Coast Range region. The work will include careful mapping of the formations and faunal zones, field study and determination of the faunas, and the preparation of a report on the results obtained. The party will operate from camps situated in the field in which the investigation is carried on. The expenses of the field work will consist of transportation, amounting to a sum not exceeding fifteen dollars, and the cost of subsistence for the period of five weeks. For detailed information application shoula be made directly to Mr. Dickerson. 5 units.
Josiah ROYCE, Ph.D., LL.D., Litt.D., Professor of the History of Philoso
phy, and Walter Channing Cabot Fellow, Harvard University. GEORGE P. Adams, Ph.D., Assistant Professor of Philosophy on the Mills
Foundation. WARNER Brown, Ph.D., Assistant Professor of Psychology on the Mills
Foundation. CLARENCE I. LEWIS, Ph.D., Instructor in Philosophy on the Mills Founda
tion. Mrs. VINNIE C. Hicks, Clinical Psychologist, Oakland Public Schools.
SIA. Deductive Logic.
Assistant Professor ADAMS. Division; definition; the forms and transformations of judgments; the
syllogism, and the deductive fallacies. M Tu W Th F, 8. 1 Philosophy Building.
S2. Introduction to Psychology.
Assistant Professor BROWN. The methods and fundamental facts in the study of human behavior
and experience. Sensation and feeling. The process of attention. Habitual action, instinctive action, and volitional action. Perception. Emotion. Retention, memory, imagination, and the association of ideas. The process of learning, suggestion and belief. Complex mental operations, the use of language, reasoning. 2
units. M Tu W Th F, 9, 1 Philosophy Building.
3. Educational Psychology.
Assistant Professor BROWN. The nature of the process of learning. The function of practice, the
formation of habits, discipline, inhibition. The mental endowments which can be increased and those which are unaltered by training. Training for specific efficiency and training to develop memory, attention, will, and other general functions. Cultivation of the seases, the motor functions, and the higher mental pro