Describes the development and implementation of the American/Icelandic Music Curriculum Project. The project's goal was to improve elementary and secondary music literacy through sequential music activities and to create guidelines to assist educators in preparing music curricula. A four-stage model for music curriculum design is discussed. (AM)

Presents school administrators' and teachers' views on the necessary ingredients of a superlative arts program. Participants were from schools which had received Rockefeller Brothers Fund awards for excellence in the arts. (AM)

Eight music educators offer their views on the pros and cons of including pop/rock music in the curriculum. Some participants describe methods they've developed to highlight or to integrate contemporary music in their courses. This article is part of a theme issue on popular music. (SJL)

Discusses classroom management techniques and music activities for handicapped children in mainstreamed and special education classes. Classroom techniques are designed around students' poor reading and concentration abilities, multisensory experiences, and consistent discipline using positive reinforcement. Music activities are used to reinforce…

Describes Lincer's eight-part, innovative program for string instrument instruction used at the Julliard School of Music. The program includes breathing and relaxation studies, body-movement and muscle-action studies, feeling and self-awareness studies, and concentration and visualization studies. (AM)

Discusses the role of popular music choirs in secondary schools and colleges. Their extensive repertoires, including folk music, jazz and show-tune medleys, and variety music, make pop choirs an excellent method for teaching singing skills and music theory. Information on starting a pop choir is included. (AM)

Presents background information on and suggestions to help K-12 students better sing and understand four national songs: "The Star-Spangled Banner,""America the Beautiful,""America," and "Lift Every Voice and Sing." To make songs easier to sing, alternative keys are suggested to bring them within range of…

Explores the effects of school budget cuts on music education in Oak Grove, California. When most public school music classes were eliminated, community members and parents organized a nonprofit association to teach music at cost. Teachers criticized themselves for failing to communicate the value of music education to school administrators. (AM)

The past, present and future of music improvisation is discussed. Resources for piano, guitar, elementary general music materials, and electronic music materials are included, along with addresses of publishers. The emphasis is on jazz. (KC)

The author examines several specific exercises that will increase polyphonic improvisation skill: dynamics improvisation, rhythmic improvisation, directional improvisation, harmonic expansion, repertoire exploration, and scalar improvisation. (KC)

The similarities and differences between blues and gospel music are identified and the author suggests that both blues and gospel music have inherent improvisational qualities. Methods of capitalizing on these qualities are presented. Selected readings and recordings are included. (KC)

Suggests ways of making the private music lesson more enjoyable for the young student and for motivating students to practice and perform. (SJL)

Focuses on creating warm-up exercises for use with choral groups, offering tips for developing the exercises. Explains that a warm-up is useful for teaching students to sing, listen, and learn specific music concepts and activities. Provides a list of additional resources and example activities. (CMK)

Discusses the importance of teaching improvisation. Defines improvisation as the spontaneous generation of melody and rhythm without specific preparation or premeditation. Answers reasons for not teaching improvisation. Suggests training the ear, providing models, allowing for imitation, developing performance facility, guaranteeing success, and…

Suggests ways to solve problems resulting from imbalanced instrumentation in school concert bands. Identifies sources of imbalance. Encourages band directors to plan for correct instrumentation, to match students' characteristics and abilities to instruments, and to recruit students to play needed instruments. Discusses the benefits of balanced…