Involvement and integration

Abstract

Since American open education has been so strongly influenced by practices in Great Britain, it is logical to turn there for our first look at how music functions in this type of learning environment. Marie Westervelt, like most other authors in this issue, has seen the British schools in action and thus is able to dispel some common myths through first-hand knowledge. One idea to be exploded is that everything in an informal classroom is individualized and that there is no way to develop performing groups. Not so. In the integrated day, there are numerous opportunities for instrumental lessons, regular ensemble experiences, skill development, and broad participation. The author is presently completing doctoral studies at Syracuse University, New York.—Ed.