Explains that there are five components for achieving the ideal band tone (balance, blend, acoustics, sonority, and chord voicing). Presents information on each component. Provides seven suggestions helpful in developing band tone, such as explain and establish goals for the band's tone, practice for tone, and choose music to optimize tone. (CMK)

Author examines the structure and content of music education and the roles and attitudes of its participants. (Editor/JB)

Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)

Focuses on using paraprofessionals to work with special needs students within the music education classroom. Discusses the types of paraprofessionals, ways of using paraprofessionals in a music setting, and how to include the paraprofessional by highlighting roles they can fill. (CMK)

Discusses the benefits of developing an international music tour as well as research that supports these benefits. Explains how to plan the international tour, addressing topics like selecting a host, programming and logistics, and special details such as creating the itinerary. Includes a "Tour Planning List." (CMK)

Provides three suggestions for music teachers to make practice more effective: (1) include parents in the practice session; (2) develop a practice plan to help students establish a routine; and (3) meet the National Standards for Music Education. Discusses how to meet the national standards. (CMK)

Emphasizes that music educators need to learn the terminology of the gifted and talented programs in order to be recognized as one source of such programs. Explains terminology such as enrichment, acceleration, differentiated curriculum, and the use of these terms in curriculum development. (SLM)

Addresses obtaining technology for music education by using an approach that keeps people, teaching, and learning at the forefront of education. Highlights the five steps involved: (1) begin with people and purposes; (2) determine how much space you need; (3) select the software; (4) choose hardware for the software; and (5) seek funding. (CMK)

Addresses the creation of national standards for music education in Lithuania. Provides background information on the role of music in Lithuania. Explains that in 1997 a group of music educators helped develop the standards. Demonstrates that the proposed standards will be easily implemented since they were being practiced in the classroom…

Discusses the Gibbs Street Connection, a professional development program for music educators and a collaborative effort between the Eastman School of Music and the Rochester (New York) Philharmonic Orchestra. Highlights efforts to evaluate the Gibbs Street Connection and the benefits of the program. Offers tips for beginning such programs and…

Discusses the rise and present state of music education. Asserts that music educators must heed the current positive climate for arts education to make music an intrinsic component of education again. Offers suggestions for including all students in music performance, keeping abreast of new developments in music, and updating music teacher…

In this article, the authors share the story of Stephanie, a dyslexic student who experiences problems reading music. The authors recommend for music teachers to share the list of students wanting to play an instrument with special educators to find out if there are students who are receiving special education services, what their strengths and…

The purpose of Competency-Based Teacher Education programs is to provide education for teachers that focuses on the development of those competencies--knowledge, skills, and ways of acting--that are most effective in the classroom. This article investigated how the CBTE approach will affect music education. (Author/RK)

Highlights the results of a survey that examined what influenced young people to select music education as a career. Provides suggestions for recruiting future music teachers during high school, such as providing opportunities to teach or encourage greater participation of underrepresented students. (CMK)

Explains the teaching-research method of instruction that employs the teacher and students as collaborative partners in the learning process. States that students attain knowledge through assimilating experiences in ways that are most meaningful for them. Case studies are included. (GG)