In 1994, aggressive leadership from the National Association for Music Education resulted in the adoption of the nine National Standards for Music Education. Now, almost two decades later, much has changed. Standards have been studied and critiqued, and scholars have undertaken a great deal of research to identify best practices not only for…

Most teachers agree that a demonstration can be more effective than a verbal description. Math teachers model multiplication exercises, and physical education teachers model how to throw a ball. Likewise, music teachers model correct embouchure. Modeling can help students understand music concepts that are difficult to explain verbally, and visual…

Introducing opera to sixth-graders may sound like a recipe for disaster, but a New Jersey music teacher has discovered how to get his students excited about "Aida": by making it the basis of a class video. This article presents a no-nonsense, seven-contact-period approach that's incredibly effective, fun, and as free as a couple of mouse…

Sometimes students don't think they're musical, and even if they do, they may still question how taking a music class now might help them in the future. Interdisciplinary teaching--an educational style that takes in elements of more than one subject at a time--can be a major help in such cases. In the words of Elizabeth Ann McAnally, general music…

Before rehearsals begin, conductors need to thoroughly study the score. What elements go into a comprehensive score preparation? To learn music scores efficiently, having a detailed and systematic study method helps. The author has developed a score preparation guide that works for directors of bands, choruses, and orchestras, even when there's…

The beauty of hand drums is that a child of nearly any age can grab one and get a sound. So how can classroom teachers incorporate this enjoyable activity into something that's actually educational? For young students especially, a drum circle can be liberating. Children can be given various responsibilities--as participants, circle organizers,…

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…

Listening is an important skill for all, but it is critical for musicians and those who love music. National Standard 6 calls for students to listen to, analyze, and describe a wide variety of music. This listening, analysis, and description can pose challenges for older students who are familiar with a narrow repertoire and accustomed to music as…

Outlines 10 reasons for supporting the National Standards for Music Education. Argues that there are ways that teachers can make the Standards work for them, and are arguments that they can use to sell the idea of the Standards to the public, decision makers, and other teachers. (DSK)

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…

Standards 3 and 9 of the National Standards for Music Education charge teachers to teach improvisation as well as music of diverse cultures. Jazz is a musical style that is perfect to cover both content areas. Until now, however, jazz repertoire and improvisation have not played a major role in the education of string students. One reason is that…

In this article, the author discusses how from time to time, directors choose to program certain works for their ensembles because they fit a unit of study or a specific curriculum need. Unfortunately, published editions that are appropriate for the specific band, choir, or orchestra are not always available for a given work. A novel and…

To plan effective rehearsals and meaningful performances, band directors must engage in thorough score study and carefully construct standards-based lesson plans. While some may consider these separate steps, numerous aspects of the score-study process can help band directors create and implement standards-based lessons. When planning lessons…

Presents an activity for grades 9 through 12 that helps high school orchestra students understand the relationships among music, the other arts, and disciplines outside the arts, as called for by content standard 8 of the National Standards for Music Education. Lesson is taken from "Strategies for Teaching Strings and Orchestra." (CMK)

St. Mary's School is a training ground for prospective music teachers enrolled at the Crane School of Music, State University of New York at Potsdam. Students from the Crane School taking the Practicum in Teaching Elementary General Music course teach half-hour collaborative lessons twice each week to children at St. Mary's. In the fall of 2003,…