ABSTRACT
One of the most urgent tasks for teachers of music, especially those teaching music in schools, is to find some kind of basis on which to build a worthwhile and purposeful musical curriculum. A lack of purpose communicates itself to pupils in school, especially those in secondary schools, and makes music appear to be an aimless and rather arbitrary subject which varies enormously from school to school and teacher to teacher. The rediscovery of purposefulness is therefore a prime need at this time. However, along with a sense of purpose must go the flexibility required for different groups of children, different types of school and widely differing teacher strengths and weaknesses.
