The establishment and expansion of school education that had been progressing by the 1930s resulted in the following issues regarding teacher training at the Tokyo Academy of Music. First was the relative uniqueness of the two courses: the main course, which issued secondary teachers’ licenses without examination, and the teacher training course, which required graduates to serve, had become problematic. Second, the conflicting aspects of general education and specialized education became apparent within the Academy over the “burden of elementary schools”; this became an important issue for music education studies that were being developed.
In the early 1940s, the Academy planned to develop and expand the teacher training course, while also adding research in “auditory training” in elementary education, which was advocated by army officials. Principal Kaju Norisugi, the plan’s proponent, was aware that there were still difficulties and objections around teacher training and general education. In the end, the original intent of the reform was not fully accomplished as priority was given to responding to the wartime regime.
Soon after Japan’s defeat in the war, the Tokyo Academy of Music’s faculty approved a reorganization plan that included abolition of the teacher training course. The plan also envisioned reforming teacher training in the main course and redefining the relationship between general education and specialized education; however, this was not implemented. This reorganization process not only relinquished the Academy’s core position in the music teacher training system, but also led to the failure to connect the developing music education studies with the music teacher training system.
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