Describes three basic types of music listeners: the sensorial, the perceptive, and the imaginative. (MF)

A semester-long study of Mozart helped eighth-graders understand the composer's personality and appreciate his music. Students read a biography of his life, studied the forms of his music, danced the minuet, and performed one of his operas in a schoolwide Mozart Day celebration. (AM)

Music listening experiences have a role in the general music program. "Scanning" is Harry S. Broudy's approach to developing responsiveness to music's expressive qualities through music listening. (AM)

Discusses why the second national music assessment conducted by the National Assessment of Educational Progress found a slight decline in student music knowledge. Strengths and weaknesses of the assessment are described. (AM)

Describes ways teachers can exploit student knowledge and interest in pop music by drawing examples from it to illustrate music theory and appreciation concepts. The author contends that, when students receive a broad exposure to all kinds of musical types, they develop their own valid standards for good music. (AM)

Article discussed the advantages of teaching students to understand and appreciate opera. (RK)

Article stressed the need for music educators to help their pupils to understand our musical heritage. (RK)

Author analyzes music attitudes, reasons for disliking music and provides some insight into the individual's involvement with music. (Author/RK)

Article relates sensitivity training to music education. (Author)

Music and English departments at Stephen T. Austin State University, Texas, combine efforts to teach writing skills and music appreciation. (DS)

Article explains the manner in which music can be made attractive to all people. (RK)

Any music teacher who has planned a holiday concert knows about the politics underlying the selection of appropriate music. Some students do not sing carols or cite lyrics that refer to fictional characters such as elves, goblins, or Harry Potter. Still others do not sing the national anthem. To these students or their parents, such songs…

Discusses the development of an interdisciplinary "Arts Awareness" class for adults at Arizona State University, West Campus (Phoenix). Describes how events in the areas of art, dance, drama, and music were selected for class viewing and details course objectives and evaluation procedures. (GEA)

Article discusses why music educators need to understand aesthetics--the philosophical inquiry that seeks to answer questions about the nature of music and its value for human life. (Author/RK)

Described the role of music listening as a vital part of music education. (RK)