Young students generally don't make up their lessons as they go along. But many music educators are encouraging just that by teaching composition alongside traditional musical concepts. Rather than simply relying on rote exercises that focus on basic musical principles and techniques, teachers are asking students to create their own music early on…

If one asks many small-town band directors, most will say that working and performing with a small band can be just as satisfying and musically robust as directing a larger one. There are a lot of advantages as well; smaller class sizes, fewer extracurricular activities, and more time to work one on one with students are just a few of the benefits…

National Standard 4 calls for "composing and arranging music within specified guidelines." Composing requires teacher and students to work with a piece of music before they know its final form. Compared to performing, listening, and responding to music, the outcome of composition activities is less predictable. These activities may seem less…

Classroom composing is a lot of work, but it is tremendously rewarding for students and for teachers. The learning and skill development that attends composing efforts can make the addition of composing activities to a music classroom both useful and enjoyable. In this article, the author provides five steps for leading students in classroom…

In this paper, the author had noticed that classroom teachers often use learning centers successfully. She doesn't know many music teachers who have implemented them, but many seem to have an interest. Perhaps music educators have overlooked learning centers because of whole-group curricular requirements, or perhaps centers are not often used…

Many orchestra teachers have experienced feelings of panic when they first read the National Standards and realize that the coalition standard is for performance ensembles as well as general music classes. Teachers who are responsible for starting beginners or who teach intermediate players may wonder about the feasibility of teaching composition…

Middle school choral students and their teachers can benefit from studying and performing a musical. The students can apply their vocal skills to the exploration of this important genre of American music. Outstanding chores members will have opportunities to perform as soloists and to master dramatic roles. The teachers can express themselves…

Music composition is a rewarding activity for students. Through composition, teachers not only address National Standard 4 (composing and arranging music within specified guidelines), but also cover other areas of the music curriculum such as singing, notation, improvisation, form, style, tempo, dynamics, music vocabulary, and assessment. During…

Presents a series of teaching suggestions and ideas based on the National Standards for Arts Education. Focuses on musical composition for elementary and secondary students. Includes a teaching example illustrating how the National Standards can be put into practice. (CFR)

Maintains that, although none of the National Standards for Arts Education requires the use of computers in music education, it is assumed that computer use will expand. Discusses and reviews the use of computer software and other educational technology in the music classroom. Includes a list of three books for further reading. (CFR)

Suggests choral teachers use rap music to promote student interest and to teach music basics, such as rhythm, pitch, harmony, and timbre. Maintains that students can write the arrangements allowing them to gain experience in notating. Identifies selected recordings and offers an example of how to use rap music. (CMK)

Contends that contemporary trends in music education increase the emphasis on composition. Discusses the process of composition and asserts that students demonstrate their understanding of how music works through composition. Presents teaching suggestions for incorporating composition into the elementary and secondary curriculum. (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)

Maintains that many educators are using sequences to create accompaniments and practice tapes geared to student abilities. Describes musical instruction using Musical Instrument Digital Interface (MIDI). Discusses eight suggestions designed to make the process of sequencing more efficient. (CFR)