The Activity Period

Abstract

D URING the past quarter of a century lay and professional educators have been championing the cause of extra-curricular activities. Now that most of the adequately equipped teacher-training institutions are in a position to offer strong programs, those who are to teach extra-curricular education frequently find their work confined to after-school hours. This puts the sponsor of the music program in a disadvantageous position as compared to the academic teacher, whose classes are conducted during the legitimate school day. The music instructor offers the bulk of his work at the end of the school day, when the student may be tired. By sheer force of personality the music educator has to conduct much of his non-credit work on a pleasure basis. Experience shows, moreover, that after-school curricular programs are likely to be professionally disintegrating. Since they bring about a conflict with all postschool activities, it is clear that music and other important activities should be offered during the regular school day. Such a scheme would relieve all-school functions from competition with small organized groups and enlarge the scope of a student's experiences, even though he is a partial wage earner. The part-time and the unemployed student's chance for cultural variety and opportunity is equalized. It is axiomatic that administrative direction will spell either success or failure for a program designed to give to the special-activity subjects a more equalized working opportunity. The critical stage in the development of any special-activity program is in its administrative organization. Attention must be given to an explanation of the purpose for which the activity periods are to be created. Careful preparatory advertising and education are needed for both students and faculty. Everyone concerned must thoroughly understand the function of the program. The students must be instructed in its underlying philosophy, which is an additional opportunity for varied cultural experiences and not necessarily a period for more formal course instruction. The academic faculty should recognize that the activity period serves students' interests. Such a program always elicits academic and administrative respect. The faculty become a co-operative body aiding special fields, yet promoting their own work by eliminating many scheduling problems. If the special and academic