Author takes a broader look at ethnic musics and analyzes people's attitudes toward musics and the fundamental questions they ask. (Editor/RK)

Author dealt with two aspects of movement in music--rhythm and pitch--and described means of developing sensitivity to each. He did not simply theorize about sensitivity; he pinpointed specific techniques for bringing it about. (Editor/RK)

Points out the inherent problem that may keep teaching of twentieth-century music analysis from being effective. Since the students' frame of reference for music listening is usually "traditional" music practices, they are often unprepared to hear and analyze twentieth-century music. Suggests how to develop appropriate listening skills.…

The difficulties surrounding any attempt to make a profit out of great music are discussed. (CK)

Discusses how Holst's composition can be used in high school band classes. Background information on the composer and his work is included. The themes of each movement in the Suite are analyzed for problems they might pose for student musicians. (AM)

Describes the musical history of Chicago, which culminated in the creation of the Chicago Symphony and the construction of Orchestra Hall. Theodore Thomas spent 30 years introducing Chicagoans to symphonic music. He founded the Chicago Symphony and, in 1904, led the first concert in Orchestra Hall. (CS)

The positive features of nonperformance programs such as general music and music appreciation should be communicated often and effectively to the community. There are many effective publicity media appropriate for nonperformance programs. (AM)

Explains exactly how great an impact American music and musicians have had abroad, and how overly cautious we tend to be in recognizing our own gifts. (Editor/RK)

The accent in this article was on current educational techniques designed to encourage children to explore the dimensions of sound. Numerous activities for the classroom were offered, especially in the area of improvised vocal sounds and word transformation. (Editor/RK)

Author discusses a humanistic route to music learning that will make people feel better about themselves and that will enable them to interact with music with the full confidence that man's creation of music was meant for man. (Author/GB)

Article provides statements and questions about music education as well as responses and answers in attempting to develop conceptual awareness for students and teachers. (RK)

Ways of using music in school are discussed. (CK)

Asserting that children are particularly open to novelty in music, the author analyzes four examples of twentieth-century avante-garde music and suggests how they can be presented in a children's music class. (SJL)