Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

Presented is a step-by-step method of preventing and correcting corrosion of pivot rods, springs, pads, and keys in a flute. (KC)

Rather than focusing on specific brands of timpani, these guidelines for repair cover mechanical problems of a general nature: pedals, dents, unclear tone, and squeaking. Preventive maintenance is discussed. (Author/SJL)

The author presents a simple maintenance program for woodwind instruments which includes the care of tendon corks, the need for oiling keys, and methods of preventing cracks in woodwind instruments. (KC)

Suggestions are made for using the brainstorming approach in improvisational music with students. Examples of approaches used with primary students as well as with beginning instrumentalists are cited. (CL)

Instructions are presented for making and using several musical instruments for primary- and intermediate-grade students. (CB)

Presented are methods of preventive maintenance for brass band instruments. (KC)

This article describes science activities which introduce students to the mechanics of sound while encouraging class musicians to share their expertise. A reproducible activity sheet is included. (IAH)

Suggests the use of ukuleles as instruments to teach music skills and concepts in general music classes. Describes the history, development, and structure of the ukulele. Includes diagrams of an instrument, tuning, C chord tablature, and rhythmic strum. Suggests the ukulele's use in teacher training as is required at the University of Hawaii. (DK)

Describes how to use ensembles of recorders and other folk instruments in elementary school music classes. The importance of improvisation and aural training in mixed ensembles is stressed. (AM)

Folk music is not necessarily old, anonymous, or unwritten. Its most important characteristic is change through the folk process. Folk music is a part of our national heritage that children can usually acquire only in school. It can be used to support a variety of school subjects. (CS)

Points out the value of a favorable music curriculum for children two to eight years of age, advocating an emphasis on and providing guidelines for programs in vocal development, instrumental skills, and music appreciation in early childhood curricula. (RH)

Presents a rationale for using handbells and discusses their application to elementary, junior high, high school, special education, and college music programs. (SJL)

Care of musical instruments should be a part of every student's music education. What students should know about caring for pianos is discussed. The main parts of the piano--the cabinet, the mechanical part, the musical part, and the structure--are discussed. Tuning and pitch raise are also discussed. (RM)

The basic skills and techniques of playing the horn, trumpet, tuba, and other brass instruments are quite similar, but the methods and concepts used to teach these skills vary considerably. Differences in both philosophy and methodology are described. (Editor/KC)