Describes ways teachers can exploit student knowledge and interest in pop music by drawing examples from it to illustrate music theory and appreciation concepts. The author contends that, when students receive a broad exposure to all kinds of musical types, they develop their own valid standards for good music. (AM)

These statements were prepared by leaders from the American School Band Directors Association, College Band Directors National Association, National Band Association, state band associations, and band directors as a result of the Band Leadership Planning Conference, a preconference session at the MENC meeting in Miami Beach, Florida, April 8,…

In separate articles, the authors urge administrators to carefully consider what is essential to education before making budget cuts. Both articles are speeches delivered at the 1981 American Association of School Administrators convention in Atlanta. (Editor/SJL)

Presents four principles (aesthetic knowledge, aesthetic response, aesthetic creation, and aesthetic evaluation) by which the arts must be anchored to basic education. (Part of a theme issue on the crisis in music education.) (Author/SJL)

Title V of the Omnibus Reconciliation Act of 1981 affects the Arts in Education Program by consolidating arts funding into general state-level block grants. The authors discuss some implications of this bill for local music educators. (Part of a theme issue on the crisis in music education.) (Author/SJL)

This general overview on the gifted discusses student identification, teaching methods, and model programs for the musically gifted. (SJL)

The author explains that, because of its complex cultural heritage, Israeli folk dance is particularly rich and its movements are an excellent way to teach rhythm and other musical concepts. Included in her article are instructions for two dances, Sapari and Mish'al, and a resources list. (SJL)

Reports briefly on the methods and materials used in Indian music education at the primary and secondary levels and in instrumental instruction. Scores of eight typical songs and exercises are included. (SJL)

Presented is the rationale and a method for developing a graded brass quintet in grades 5 through 12. A suggested brass quintet repertoire, arranged from easy to difficult, is included. (KC)

The author explains terminology and recommends components for a semiprofessional recording facility suitable to a school or small college music program with a limited budget. The recommended system costs approximately $13,000. Equipment prices and purchasing plans are discussed. (SJL)

Provides a planned sequence of events and activities for launching a new choral program beginning with becoming acquainted with students, the band director, and other faculty members. Outlines techniques for the first and the second semester to ensure a successful program, and suggests music for inexperienced choirs. (LS)

Criticizes the U.S. tendency to emphasize the European musical tradition to the exclusion of other cultural influences. Notes the ease of learning about other musical traditions. Argues that music teachers and students alike can benefit from multicultural materials. Suggests that multicultural music education can heighten respect for the U.S.…

Discusses methods of raising public awareness of school music performances. Argues that communication is the key to assuring public support. Presents a long-range plan for promoting events. Describes detailed procedures to follow both before and after the performance. Suggestions that effective promotion will benefit the school, the program, and…

Discusses the National Endowment for the Arts' program, Arts in Education. Explains that the most popular program is artist residencies in which an artist works directly with teachers and classes. Suggests that enthusiasm and planning are the most important elements of success with the program. Includes information on the application process,…

Traces the history of instructional computing in music education. Describes the development of music software and hardware. Discusses potential benefits of using the newly developed software in the classroom. Suggests that educators and musicians interact with the publishing community to help define their needs in music education. (DK)