This special insert in Music Educators Journal is directed to every music educator to stimulate planning for Music In Our Schools Day, March 13, 1975. (Author)

Presents approaches to recruiting which can help achieve a successful school band program. Key elements discussed include identifying students with musical ability, providing personal contact with prospective students and their parents, promoting a positive image of the band, and planning and organizing carefully. (AM)

Investigates the effect on music educators that having classroom teachers involved in music may have and whether the AGE program will detract from the music curriculum. (RK)

A position paper prepared by the Music Educators National Conference National Commission on Instruction. (Editor)

Aesthetic education should be the strongest countervailing force against the superficiality of so much of people's experience. (Author)

Outlines the role of the instrumental music teacher in selecting a musical for high school production, planning its orchestration, and rehearsing the student musicians. (SJL)

Sponsoring a student teacher is a tremendous responsibility for a mentor. It is a vitally important time in the life of the prospective teacher, so the teacher needs to carefully consider all aspects of being a mentor. Preparing for a student teacher to come into the classroom is somewhat like preparing for a new family member: everyone must…

The Presser Learning Center is a resource and multimedia facility that includes an instructional materials center. Its role is to facilitate and support the process of becoming a music teacher. Discusses the Center's five operational roles and some recommendations for establishing a learning center. (Author/RK)

Outlined the difficult and challenging role of the music educator. (RK)

This article, the last in a series described in the MEJ Mentoring Series sidebar, highlights what researchers have uncovered about induction programs for beginning music teachers. It provides suggestions for mentors who are assisting beginning music teachers in their decisions about professional development and in handling some of the challenges…

Article described a program that challenged music teachers in areas of endeavor with which they had not been involved for some time. (Author/RK)

Article suggested where the teacher's role lies in an open education environment and offered an idealized, stylized description of the teaching process in the informal class situation. (Author/RK)

Emphasizes the need for music teachers to defend school music programs. Suggests developing advocacy objectives in the areas of communication, visibility, and classroom follow-through. Argues that children's cultural heritage and musical future are at risk if further cutbacks in music education programs are not avoided. (SG)

Recommends a holistic approach to teaching that emphasizes learning as a generative amalgamation of actions, cognitions, and emotions. Discusses the implications for change that such an approach would have for the teacher education curriculum. Argues that individuals do make a difference that can be positive if teachers embrace a principal of…

Author constructed a music course that was intended to submerge students in actual experiences with music as instantaneously and completely as possible. (Author/RK)