In an effort to enhance the quality of education, universities and colleges are developing programs that help faculty and staff internationalize curriculum. These programs will purposefully develop the intercultural perspectives of students. "Curriculum Internationalization and the Future of Education" is a critical scholarly resource…

Music instruction is organized by skill and concept in this 12-part curriculum guide. In parts 1 and 2, a statement of philosophy is followed by a conceptual chart providing an overview of the 1-12 curriculum by concept. Kindergarten curriculum is outlined in part 3. Part 4, which outlines concept development for grades 1 through 6, is subdivided…

Contends the history and values that lie behind Jewish music offer music educators more than the holiday songs normally utilized. Discusses a variety of ways that Jewish music can enrich students' understanding of and appreciation for music history. Lists important composers of Jewish and non-Jewish background who have produced Jewish music. (DB)

These curriculum projects were developed by participants of the Fulbright-Hays Seminars Abroad Program in Poland and Hungary during the summer of 2000. The following 11 projects are in the collection: "A Thematic Multicultural Interactive School Event on Poland and Hungary: Exploration and Learning for 6-to-9-Year-Olds" (Ruth Albert);…

Summarizes discussions at a symposium of the Music Educators National Conference (MENC) of multicultural music education. Offers ideas about the teaching of African-American, Native American, Asian-American, and Hispanic music. Presents MENC's resolution supporting multicultural music education. Describes the symposium as a major event in…

Describes a college level course in opera for nonmusic education students. Contends that students benefited from the enriching experience of the course. Includes a list of 10 operas recommended for an introductory course. (CFR)

Discusses the changes taking place in music education and how they will affect the training of future music teachers. Suggests that teachers should be prepared to present music in a general yet varied format. Includes the necessity of promoting musical experiences and appreciation of musical events in desired curriculum changes. (DK)

This document is a South Carolina curriculum model that identifies four broad areas of study. These components, which should be present in all music education courses, are: (1) aesthetic perception and concept development; (2) creative expression and skills development; (3) music heritage, both historical and cultural; and (4) aesthetic valuing,…

Raises concerns about the music educator's approach to teaching pre-kindergarten children. Proposes a pre-kindergarten music curriculum model based on a synthesis of theories about the learning environment with the contributions of learning/play theorists and music educators. Provides a global to specific approach to interactive play periods. (LS)

Critiques musical learning in school bands, and points out the need to teach more than performance skills. Encourages band directors to use comprehensive musicianship teaching techniques, suggesting methods to help band students think musically. Provides workable, specific strategies for rehearsals. (LS)

This curriculum for Alberta Canada Schools provides for students to grow and develop as performers, listeners, evaluators, historians, and composers of music. An overview is provided for the senior high school choral music program and includes information concerning developmental concepts and the required/elective components of high school music…

This music curriculum catalog contains a current listing of music education curriculum materials available upon request from state supervisors of music. The catalog provides a compendium of the latest music curriculum materials for music educators involved in planning, writing, revising, or evaluating music curriculum. The catalog contains entries…

Oregon's common curriculum goals for music education, an area of study that addresses the components of valuing music, developing music literacy, performing music, and creating music are presented. An overall goal for each one of these four strands is established, and then the content specific knowledge and skills that students should possess by…

Describes the role of arts education and, specifically, music education in Japanese schools. Outlines the music curriculum and teaching methods in elementary and secondary schools. Describes the role of western music and compares music education in Japan and the United States. (CFR)

Contends that teaching music history has traditionally focused on five eras of Western music. Relates these periods to concepts of form, space, and understanding. Acknowledges that music education has been ethnocentric and recommends a more universal music education. (CFR)