Music is a powerful tool of look. Whether produced or listened to. it can uncover deep facets of 1s personality. Song’s can keep alone personal significances through memory or message. During time’s of despair. music’s changeless beat can supply a fortress of comfort and steadiness. Music is depended upon for security. attention. inspiration. and as a safe oasis to be able to show freely. The Highlander Folk School is depended upon for the same grounds. These two schools of idea non merely portion similar relationship’s with people. but they are practiced together often. “Song. music and nutrient are built-in parts of instruction at Highlander.
Music is one manner for people to show their traditions. yearnings. and determination” ( 158 ) . Myles Horton seemed surely cognizant of the importance music had at Highlander. but ne’er expressed it further than this quotation mark from near the terminal of his autobiography. The Long Haul. How large of a function did music drama in the Highlander instruction? Producing a safer environment. a more enriched instruction. and the ability to unleash potency. music was indispensable in the Highlander instruction.
Music is nonjudgmental. There is no right or incorrect. it merely is what it is. Peoples take off from music whatever they want. Myles Horton set up Highlander to work in the same manner. He offered a community that practiced societal equality. no favoritism or deficiency of freedom of address. He offered workshops on what the people wanted to work on. and so left it to them to take off and utilize what they want. This was the organic construction of instruction Horton preached. He besides focused on the milieus needed to back up this instruction. “The occupation of the staff members is to make a relaxed ambiance in which the participants feel free to portion their experiences” ( 150 ) .
Without an environment where people felt safe and comfy in. this system would remain merely a theory. Music kept this construction stable. Group songs created a platform for different civilizations to bond and understand each other. It created comfort. security. and an environment full of love. Myles describes Highlander as. “A long tapestry with a woof made up of many colors…All of them are of a piece and blend in. and all are based on a love for humanity and trust in the ability of people to command their ain lives enventually” ( 134 ) .
Myles Horton believed in experiential-based instruction. He endorsed pupil to pupil treatments. The larning happens between sharing narratives and experiences from each other. He tried blending every bit many civilizations. thoughts. and perspectives together to supply an enriched aggregation of experiences. “Another enrichment was the usage of music and storytelling…In fact. the history of Highlander could in many of import ways be told by the music – traditional vocals and vocals of battle – that was brought at that place by the people” ( 133 ) . Music at Highlander connected to people through messages. memories and traditions which provided student’s with enriched experiences to turn from.
Some vocals brought concealed truths to visible radiation. others inspired groups to come together. Church anthem were adapted and used as brotherhood vocals ( 158 ) . Every vocal brought with it some sense of tradition or civilization to larn from. Before Highlander was established. Horton went to Denmark to acquire inspired by their common people high schools. He recalls an old manager stating him that. “Through vocals and poesy. pupils could hold on truths that might otherwise get away them. and that singing in unison was an effectual manner of animating people and conveying them closer together” ( 52 ) . Music was a built-in portion of the Highlander instruction because it created pupil brotherhood and supplying more enriched experiences to larn from.
Music nurtures self-esteem and encourages creativeness. assurance. and wonder. Horton tries to foster and promote the same from pupils at Highlander. Myles viewed himself as a nurseryman and his occupation “to provide chances for people to turn. to supply a clime which nurtures islands of decency. where people can larn in such a manner that they continue to grow” ( 133 ) . Music helped supply this caring clime by put ining tradition and comfort. Singing in unison provided an chance for pupils to turn by promoting assurance and self-pride.
Group vocalizing besides help solidify a Highlander cardinal belief ; trust people and believe in their ability to believe for themselves. Empower people jointly. non separately. Bernice Robinson and Myles Horton learned early on in the first Citizenship School classes that. “You couldn’t merely read and compose yourself into freedom. You had to contend for that and you had to make it as portion of a group. non as an individual” ( 104 ) . Music lets pupils show the beauty and power of corporate unison without really go forthing Highlander and protesting. This experience was priceless in naturing and turning pupils.
Myles Horton reveals near the terminal of his book. “Other than promoting others. I made no important parts to music at the school. unless you count the poetry I added to “We Shall Overcome” – “The truth shall do us free” ( 158 ) . This statement shows his compassion for justness and his consciousness of the importance of music at Highlander. Horton’s married woman. Zilphia. is described by him as. “The traveling spirit in determining the vocalizing and music plan at Highlander ( 158 ) . Many images in the book show Zilphia taking striker’s in vocal or Folk concerts at Highlander by Pete Seeger & A ; Friends ( 156. 157. 159 ) . Horton seemed to be surrounded by music through out his life and the instruction construction at Highlander is influenced by this. Music played a critical function at Highlander by supplying an enriched environment fostering pupils to ‘learn in such a manner that they continue to grow’ .