Author discusses the importance and challenges of aesthetic education. (MB)

Author attempts to outline a course in world musics for students to develop their musical experiences and realize more fully the inherent musical qualities of different languages. (RK)

The question of whether to limit the impact of music of other lands upon American students is presented and analyzed. (RK)

Offers strategies for introducing world music into the school instrumental music program. Suggests steps toward creating a more multicultural band or orchestra, including choosing multicultural musical literature, analyzing world music, and maintaining a diverse music library. Argues that culturally diverse music programs are better equipped to…

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Maintains that music educators have struggled for decades with issues related to a "multimusical culture." Contends that balancing the musical traditions of Western civilization and honoring the varieties of music of cultural subgroups is a major issue in contemporary music education. (CFR)

Suggests expanding the eclectic nature of a band program by creating a steel band, a Caribbean-based percussion ensemble. The steel band complements multicultural education and attracts students to the music program. Discusses maintenance, repertoire, and performance. Includes classification of pans and a list of schools with established programs.…

Explains and characterizes some of the basic concepts of East African music. Fundamentally an enhanced way of storytelling, East African music techniques are rooted in the play and rhythm of spoken language. Compares and contrasts East African and Western musical conventions. Includes a list of East African music resources. (MJP)