Asserts that good band members play in tune because they listen during tuning routines and playing exercises. Maintains that the usual method of tuning bands, adapted from the orchestra, does not work. Presents recommendations for band tuning routines and methods for band members to develop listening skills. (CFR)

Recommends singing as an instructional strategy for string and other instrument classes. Maintains that singing familiarizes the student with the music and can serve as an illustrative example of musical techniques. Includes a list of tonal objectives found in repertory songs. Briefly reviews several instructional texts. (MJP)

Contends that many violin and viola students develop preferences based on fear of using more difficult fingering techniques. Recommends that students be exposed to advanced techniques earlier in a matter-of-fact approach. Includes a list of four books recommended for further reading. (CFR)

Identifies keyboards as effective vehicles for long-term and in-depth music instruction. Recommends using keyboard instruction as a centerpiece for meeting the National Standards for Music Education. Describes a number of instructional activities supporting this goal. (MJP)

Maintains that use of the Suzuki, Orff, and Dalcroze methods have assisted string teachers in helping music students achieve mastery from the beginning of instruction. Describes how these methods are used by five music teachers. Includes addresses of organizations that provide information about these music teaching methods. CFR)

Maintains that many music education associations sponsor chorus or band festivals at the middle and high school levels, but meeting the needs of prekindergarten and primary students is a more challenging task. Describes a one-day music festival for early elementary children. (CFR)

Recommends elementary school projects where children design and make their own musical instruments. Maintains that this familiarizes students with the family of instruments and how they produce sound. The built instruments can be as simple as a washtub bass or as complex as an electronic synthesizer. (MJP)

Contends that, from the earliest possible moment and even before birth, it is apparent that babies respond to sound stimuli. Presents a series of music activities designed to make music an integral part of children's lives. Includes activities involving singing, rhythm, musical instruments, and listening to guest musicians in the classroom. (CFR)

Maintains that the ability and experience of improvisation is an essential component in young musicians' education. Discusses one teacher's trial-and-error efforts in introducing improvisational exercises into her students classical training. Includes a list of resources and representative musical examples. (MJP)

Provides some tips on jazz instruction for the beginning music educator who may not have had much experience in that field. Specifically recommends teaching guide tones, the root, third, and seventh chords, as an invaluable aid to jazz improvisation. Includes musical notation showing guide tones for two jazz standards. (MJP)

Divides musical composition selection for student orchestras into two categories, teaching repertoire and concert repertoire. Provides a number of helpful hints and criteria for selecting both. Includes "Ten Terrific Titles,""Super String Selections," a list of premiere selections for grades two through six, and a list of selected resources. (MJP)

Interviews the Canadian Brass, a quintet of classically trained musicians who combine a disciplined performance with comedic presentation. The musicians discuss their education, family influence, early careers, and the contribution they make to music education efforts in general. (MJP)

Describes activities in a secondary music class in which students communicate with talking drums. Maintains that the class project was developed during a teaching unit on the musical practices of the Ashanti ethnic group in Ghana. Includes instructions for making talking drums and four examples of orchestrating name rhythms for drums. (CFR)

Provides a lesson plan for beginning string students using a basic rhythm from Zimbabwe's Shona people and then building upon that rhythm. Briefly discusses simple yet effective techniques for playing and adapting African music. Includes musical scores, teaching tips, and selected recordings. (MJP)

Reports on an interview with Frances Rauscher, a research psychologist and musician who has studied the effects of music on the brain. Maintains that students who have studied music have enhanced spatial reasoning. Recommends that music education begin at younger ages. (CFR)