Jazz improvising basics can be broken down into four major areas: learning to feel rhythm; learning to hear sounds; imagining rhythm and sound combinations; and acquiring an effective technique to express these combinations. (RM)

Contains a bibliography listing books and journal articles dealing with mainstreaming and music education. (AM)

Many excellent music programs have been developed and maintained by teachers who must travel from room to room under the least favorable conditions. Suggestions to help traveling teachers are provided. (RM)

Well-known peoples' views concerning the intrinsic value of music and the importance of music education are presented. The statements represent a few entries from the Music Educators National Conference's new publication "Testimony to Music." (RM)

Through aesthetic education, students become sensitized to reason, beauty, and excellence as they relate to human feeling. Aesthetic education can be justified for everyone as a paradigm of education itself. The study of music is the most effective method of teaching aesthetic perception. (RM)

Discusses how to teach the expressive aspects of music more effectively. For example, teachers can use verbal imagery to communicate how music is expressive of the human condition. Students should be encouraged to experiment with the possibilities of musical expression and allowed to choose their own mode of expression. (AM)

Often asked questions regarding the publishing practices of the "Music Educators Journal" are discussed. These include: what kinds of articles are they looking for, who reads the manuscripts, how much time is required from submission of manuscript to publication, and how does the editorial board function? (RM)

The ideas of three curriculum theorists (John I. Goodlad, Ralph Tyler, and Elliot Eisner) offer a rich source for the development of rationales that can establish music education as an indispensable part of the curriculum. (AM)

There are three steps a music teacher should take on receipt of an overly general memo about an exceptional student: (1) obtain information; (2) observe the student; and (3) translate observations into instructional solutions. (RM)

If zeal and intelligence are common to all forms of giftedness, why is there a problem--a trap--for students who exhibit these traits in an instrumental music program? (RM)

Presents a numeric notation system for teaching beginning guitar fingering to children or adults who cannot read music. (SJL)

The authors present choral contest/music festival performance tips which they have gleaned from adjudication sheets, judges' notes, and directors' comments. They include ideas on such topics as intonation, musical selections, rehearsal, balance, and staging. (SJL)

Illustrates some unusual effects that a local photography laboratory can produce from film negatives, in order to create eye-catching publicity photographs for school band concert advertisements. (Author/SJL)

Suggests the use of ukuleles as instruments to teach music skills and concepts in general music classes. Describes the history, development, and structure of the ukulele. Includes diagrams of an instrument, tuning, C chord tablature, and rhythmic strum. Suggests the ukulele's use in teacher training as is required at the University of Hawaii. (DK)