Describes and defines the steps involved in measurement and evaluation: (1) determining an outcome; (2)defining scoring criteria; (3)establishing appropriate assessment tasks; and (4)creating opportunities for learning. Includes a flow chart for a design-down curriculum and an example of a vocal performance rating scale assessment. (MJP)

Describes activities in a secondary music class in which students communicate with talking drums. Maintains that the class project was developed during a teaching unit on the musical practices of the Ashanti ethnic group in Ghana. Includes instructions for making talking drums and four examples of orchestrating name rhythms for drums. (CFR)

Maintains that music educators have struggled for decades with issues related to a "multimusical culture." Contends that balancing the musical traditions of Western civilization and honoring the varieties of music of cultural subgroups is a major issue in contemporary music education. (CFR)

Contends that music educators must develop a stronger rationale for music education in the face of economic pressures and questions about the value of aesthetic education. Argues that music educators must stress both the utilitarian and aesthetic objectives of music. Includes six basic rationale statements for music education. (CFR)

Argues that history must be included in the study of music to understand the context of the composer's era. Maintains that historical performance information, music technology, the place of music in society, music literature, and performing practices also should be included. Provides four charts of recommended resources. (CFR)

Outlines a philosophy for music literacy for all students that emphasizes wholeness. Suggests that music educators concentrate on nonverbal knowing, integrating popular and classical culture, balancing learned literature and improvisation, and making singing a central part of the music curriculum. Maintains that artistic excellence should be a…

Presents study results comparing attitudes of elementary school students who did or did not attend an in-school opera performance. Explains that students completed questionnaires measuring attitudes toward opera. Reports that fifth- and sixth-grade students experienced a positive effect from attending the opera. Suggests that fourth grade may be a…

Surveys 278 British high school students concerning musical styles preferences. Generally speaking, students rejected classical and "serious" music as they grew older. Girls exhibited acceptance of a wider range of musical styles. Includes statistical tables. (MJP)

Presents an interview with Eiji Oue, one of the youngest conductors to ever hold that position with the world famous Minnesota Orchestra. Oue talks about his experiences working with and teaching young people across the United States. He also discusses differences between music instruction in the United States and his native Japan. (MJP)

This Virginia framework for music instruction in kindergarten through 12th grade established objectives designed to develop concepts and skills, to encourage positive attitudes toward music as an art form, and to value music's role in daily life. The objectives are organized by grades and by choral and instrumental music experience. Sequential…

Designed for use in Michigan schools, this K-2 social studies unit examines aspects of African and Black American life. Material is divided into 11 sections. Sections 1 and 2 provide rationale, project overview, and an introduction to the unit. Section 3 outlines the five content and skill goals of the program: to learn the location of Ghana,…

Analyzes effect of brain hemisphere orientation on music appreciation. Reports results from 36 left-hemisphere and 36 right-hemisphere undergraduates who responded to a musical selection verbally or visually. Finds right-hemisphere students show greater appreciation, measured by attention, understanding, and enjoyment scores. Discusses…

Delineates the foundations of Dmitri Kabalevskii's music curriculum for general education in the Soviet Union. Stresses teaching music as part of life itself. Bases teaching principles and methods on the song, dance, and march, termed "The Three Whales." Offers extensive lesson plans focusing on first grade music activities. (CH)

Considers the implications of discipline-based art education (DBAE) for music education. Recounts the historical shift in art education that produced DBAE. Identifies DBAE's characteristics. Explores the influence of the Getty Center for Education in the Arts upon DBAE. Urges further discussion of incorporating DBAE ideas into music education. (CH)

Suggests effective music instruction helps children use extramusical analogies to describe what they hear. Introduces music vocabulary, and asks questions that guide students to complete musical descriptions. Claims meaningful description is the result of training that is focused on developing listening skills. (NL)