Explains how singing can be incorporated into the band rehearsal. Discusses how to improve student aural skills by including singing in the rehearsal and the benefits of having students sing. Describes how music teachers can use songs or chorales in the classroom. (CMK)

This book reviews how the brain processes, stores, and retains information and how teachers can guide students in accessing this information by utilizing their individual learning styles and strengths. It offers practical strategies and applications for accessing these sensory pathways, connecting learned content to the real world. Seven chapters…

Conveys that the horn (French horn) is the most difficult instrument for band and orchestra directors to teach because playing the horn requires students to have very strong aural skills. Identifies the horn specific techniques students should know, such as hand positions, alternate fingerings, and transposition. Provides different methods for…

The first four articles of the Spring, 1981 issue of this journal focus on aspects of vocabulary instruction in elementary schools. The first article provides teachers with a sourcebook for teaching vocabulary. Weaknesses in vocabulary instruction and specific activities for developing vocabulary in depth, including questioning strategies,…

This article explains to teachers how they can identify their personal modality strength (auditory, visual, or kinesthetic) and how this orientation affects their classroom style. Techniques are also suggested for providing reading help to auditory, visual, and kinesthetic learners. (SJL)

Quick learning is possible, and material in sound and visual quick message format can be effective if handled well by the instructor. Short formats make excellent introductory units or can provide reviews of difficult areas since each area is broken into basic parts. (Author.CMV)

Asserts that good band members play in tune because they listen during tuning routines and playing exercises. Maintains that the usual method of tuning bands, adapted from the orchestra, does not work. Presents recommendations for band tuning routines and methods for band members to develop listening skills. (CFR)

Focuses on the use of different learning modalities in elementary music classes. Describes four learning modalities (aural, kinesthetic, tactile, and visual) and discusses how these modalities can aid in children's conceptual understanding. Discusses the benefits of this approach and includes a lesson plan using the learning modalities. (CMK)

The Exceptional Child Education (ECE) program of Jefferson County Public Schools in Louisville, Kentucky, presents this language arts curriculum for use with K-12 students who have learning problems. The ECE program uses the curriculum and materials of the general education program whenever appropriate, but has access to special instructional…

Listening to native speakers' taped situational interchanges on a frequent basis from the onset of instruction offers numerous advantages to the language learner. Gives suggestions to the instructor on how to make, obtain, and use such tapes. (PMJ)

Contends that many choral programs suffer from a continued dependence on the piano for music learning and intonation. Provides suggestions that will help students develop sight-reading and singing skills that are not centered around the piano, such as creating a sight-reading system and having students read choral music immediately. (CMK)

This document consists of a project report and tutor activities book from a project that was conducted for tutors associated with the Crawford County, Pennsylvania, READ Program. The project report describes how the commercial publications currently being used as tutor resource materials were examined to identify strategies appropriate for adult…

Project CHIME (Children with Hearing Impairments in Mainstreamed Environments) was developed to create a curriculum for use by professionals who are providing mainstreaming opportunities for hearing-impaired preschoolers. The CHIME curriculum is divided into five activity areas that are part of the growth and development process for all…

A movement therapist reviews ways in which a perceptuo-cognitive approach can help handicapped children in learning and in social adjustment. She identifies specific auditory problems (hearing loss, sound-ground confusion, auditory discrimination, auditory localization, auditory memory, auditory sequencing), visual problems (visual acuity,…

The second of nine volumes in the SER-LARS (Special Education Resources Location Analysis and Retrieval System) series, a diagnostic-prescriptive instructional data bank for teachers of handicapped children, presents learning objectives organized by content descriptions. The volume is explained to give a history of the use of each objective along…