Growth mindset, or the belief that talents and abilities are malleable and can grow, is known to hold immense benefits in the world of education. What benefits could it hold for our students' musical growth as well? This article explores the many benefits of instilling a growth mindset into our ensembles by examining research in educational…

Assessment is both essential and a potentially powerful positive force. Music teachers need to provide assessment evidence to survive in today's data-driven school environment. However, the more important reasons they must assess are to improve their professional effectiveness as teachers, to improve student learning, and to help them advocate for…

In this article, the author discusses a rehearsal technique that would teach the content outlined in the National Standards for Arts Education and improve performance at the same time. A major component of this rehearsal technique needs to be increasing students' listening and analytical skills, and one way to do that is to ask questions…

Focuses on ways to develop student creative thinking, improvisation, and composition skills in instrumental classes. Provides suggestions, such as the importance of offering students creative opportunities, supplying examples, giving control to students, and encouraging expressive integrity. Includes a bibliography of resources for developing…

Suggests that watching for certain signs can help music teachers to improve students' performance in jazz solos. Recommends dealing with problems one at a time beginning with the most blatant and focusing on good communication skills as the basis of improvisation. Discusses lack of spacing, repetition, planning, form, and finality. (DK)

Discusses the educational benefits of using peer tutors for all students involved in music education. Explores how music teachers can develop and implement a peer tutoring program, discussing topics such as logistic factors, selecting and training students, pairing students together, and evaluation. Lists steps for implementation. (CMK)

Believes that the first step in developing students practice habits is by enabling them to understand that the goal of practice is performance. Describes five components of an effective practice session: (1) setup; (2) preparation; (3) warm-up; (4) maintenance; and (5) advancement. Addresses the implications for teachers. (CMK)

Believes that music teachers should reassess their views toward adolescent behavior in the music classroom by learning to see their behavior in a positive light. Describes teaching strategies that build on four adolescent behaviors: (1) desire for peer acceptance; (2) abundant energy; (3) love of fun; and (4) limited time-managing skills. (CMK)

States that the music educator should help guide students toward heightened self-awareness, a sense of personal value, and an appreciation of others. Describes four elements necessary to create a value-oriented environment: (1) the life-oriented classroom, (2) the expressive teacher, (3) the expressive student, and (4) self-enrichment. (GEA)

Maintains that professional portfolios can provide preservice teachers an opportunity for self-reflection and offer prospective employers an enhanced view of their skills, knowledge, and educational philosophy. Explains that portfolios should capture the teacher's growth over time and content-area knowledge. Discusses the necessary content and…

Recommends incorporating singing activities as an instructional component of orchestra and band rehearsals. Notes that singing helps students develop aural skills, learn sight-reading, and make connections between the basic elements of music theory and the practical application of these elements. Also includes suggested activities. (MJP)

Contends that the length of time music students practice does not guarantee improvement, but instead students should focus on how they practice in order to improve their skills. Finds that critical thinking activities, such as selecting goals, planning, and evaluating, provide students with the opportunity for improving their practice techniques.…

Describes and defines the steps involved in measurement and evaluation: (1) determining an outcome; (2)defining scoring criteria; (3)establishing appropriate assessment tasks; and (4)creating opportunities for learning. Includes a flow chart for a design-down curriculum and an example of a vocal performance rating scale assessment. (MJP)

Describes a series of breathing exercises designed to produce a more focused and cohesive choral group. Maintains that these exercises will improve singing, develop body awareness, and result in a more vital and responsive class. Exercises are illustrated by accompanying photographs. (MJP)

Defines musical improvisation as taking place when a musician's aural and technical facilities combine to create a spontaneous form of musical expression. Discusses the use of improvisation as a means of enhancing student interest and performance. Includes a six-step approach for teaching musical improvisation. (CFR)