Outlines 10 reasons for supporting the National Standards for Music Education. Argues that there are ways that teachers can make the Standards work for them, and are arguments that they can use to sell the idea of the Standards to the public, decision makers, and other teachers. (DSK)

Valid assessment of student learning in nonperformance music classes is important and possible. Grading practices in large ensembles are often questionable, as music teachers often reward attendance and effort over absolute achievement and overemphasize affective or attitudinal goals. Teachers cannot easily rate aesthetic responses, but any…

Offers answers to four common questions concerning the National Assessment of Education Progress (NAEP) in order to assist music teachers in responding to questions asked by representatives of the press, administrators, parents, and other community members. Summarizes the key points that should be emphasized in responding to NAEP. (CMK)

Explores aspects of music education such as why music is important; the role of music education; how music can improve people's lives; the importance of having all students participate in music education; how technology can be used in music; and how to improve education for future music teachers. (CMK)

Explores arts education policies focusing on achievements, such as the inclusion of music and visual arts in schools, development of the arts education standards; and the failures, such as the inability of the arts to overcome the perception of being a frill. (CMK)

Maintains that the Music Educators National Conference (MENC) achieved an important symbolic victory by being a primary developer of the National Standards for Arts Education. Presents and discusses five issues related to the Goals 2000 program in general and the standards related to music education in particular. (CFR)