A voice and music education teacher at the University of Lagos, Nigeria, talks about African music in this interview. Topics discussed include differences between African and Western music, African melody, rules for composing African music, the theory of counterpoint, and the popularity of classical composers in Nigeria. (RM)

Mainstreaming is a fact of life for music teachers. Suggestions to help music teachers deal with handicapped students are provided. Both immediate and long-term solutions are discussed. (RM)

In the past several decades, clarinet repertoire has increased enormously. Many pieces have been written that explore the wide range of timbral effects developed in the late 1950s and 1960s. This interest in timbre is due in large measure to the explorations taking place in electronic music. (RM)

A computer software program is presented. The program, written for the Commodore 64 with a VIC 1525 printer, can be adapted to work with any computer using the BASIC language. (RM)

An approach to planning and teaching that emphasizes individual success in music could begin to provide the necessary social antidotes to inappropriate mainstreaming situations. Such an approach is discussed. (RM)

Different methods used by elementary, secondary, and college level teachers to grade students in performance classes are described. (RM)

Many factors go into selecting a camp. Location, cost, and health facilities are all important considerations. The musical development and objectives of the child and the camp's particular instructional, emotional, recreational, physical, and geographical requirements are all important in the selection process. (CS)

There are tricks that individuals can use in vocal and instrumental classes to create the illusion of music reading for the unsuspecting teacher. Typical ways in which music reading can appear to be occurring are described, and four suggestions for promoting independent study during group reading exercises are presented. (RM)

Music teachers must learn to read and analyze research studies and apply the research findings to their teaching. The author's experience in conducting workshops to help teachers analyze research reports shows that teachers are capable of making transfers and generalizing from research results to their own situation. (RM)

Music education needs a support structure that will help researchers to stay active and help music teachers apply the results of good research. The Special Research Interest Groups (SRIGs) of the Music Educators National Conference provide such a support structure. The different SRIGs are described. (RM)

Meaningful learning occurs through personal encounters with the music, rather than through verbal substitutes. Evidence, including research, that learning by doing is a valid and realistic premise for designing general music curriculas and lesson strategies is discussed. (RM)

Examined are the recommendations and impact of the report of the National Commission on Excellence in Education and its implications for school music. Things that music educators should do, e.g., supply facts that support the study of music to everyone who influences public policy, are discussed. (RM)

The Music Educators National Conference (MENC) launched a new public relations plan; membership remained relatively stable; division meetings proved successful; and the Music in Our Schools Week campaign completed its best year ever. (RM)

At a conference held at the Eastman School of Music, seven speakers talked about the future of music education in America. Speakers emphasized the importance of excellence in education and performance and the need to integrate the arts into the broader society. (CS)

In looking for historical evidence of multicultural music education, one finds a discrepancy between actual history and reported history. (RM)