This curriculum guide for teaching music in Vermont schools represents the combined efforts of the state department of education and music teachers throughout the state. The guide includes sections on the elementary school music curriculum, the secondary music curriculum, instrumental programs, instructional resources available to teachers, and an…

Provides a thorough overview of middle school guitar instruction discussing both private and group lessons. Considers the role of the guitar as both a solo instrument and in ensemble and orchestra. Includes curricular guidelines for a beginning guitar course and a sample list of songs for a final recital. (MJP)

Argues that history must be included in the study of music to understand the context of the composer's era. Maintains that historical performance information, music technology, the place of music in society, music literature, and performing practices also should be included. Provides four charts of recommended resources. (CFR)

Daily newspapers may be used to broaden and enrich the curriculum in both elementary and secondary schools in a variety of ways. The newspaper can be useful in strengthening skills in the language arts and in the social studies and contains information relevant to students of all ages and levels of ability. The variety of topics a newspaper covers…

Since 1965 the National Assessment of Educational Progress has conducted a nationwide survey of musical abilities, during which 150 musical exercises have been administered to about 80,000 individuals in four age groups. Members of the Music Educators National Conference studied this survey to determine implications for the music teacher in terms…

Outlines a philosophy for music literacy for all students that emphasizes wholeness. Suggests that music educators concentrate on nonverbal knowing, integrating popular and classical culture, balancing learned literature and improvisation, and making singing a central part of the music curriculum. Maintains that artistic excellence should be a…

Describes a Montessori music program consisting of vocal music education, instrumental education, and a classical musical appreciation at the Montessori Elementary School of San Leandro, California. Describes educational opportunities provided by the in-house music room and through field trips. Argues that a music program is achievable in any…

Delineates the foundations of Dmitri Kabalevskii's music curriculum for general education in the Soviet Union. Stresses teaching music as part of life itself. Bases teaching principles and methods on the song, dance, and march, termed "The Three Whales." Offers extensive lesson plans focusing on first grade music activities. (CH)

Considers the implications of discipline-based art education (DBAE) for music education. Recounts the historical shift in art education that produced DBAE. Identifies DBAE's characteristics. Explores the influence of the Getty Center for Education in the Arts upon DBAE. Urges further discussion of incorporating DBAE ideas into music education. (CH)

Asserts the necessity of developing a U.S. audience educated to appreciate classical music. Discusses a number of innovative programs across the country designed to increase audience participation and appreciation. Proposes implementing outreach and education courses in professional music schools. (MJP)

Discusses effective ways to develop and promote educationally sound music programs for preschool children. Covers three types of music learning centers as versatile and inexpensive resources for creating independent learning environments: singing centers, instrument centers, and listening centers. Suggests ideas for group time, and for promoting…

The evaluation design and findings for nine demonstration school participating in the Indiana Comprehensive Plan for the Arts in Education are reviewed. Each school developed a quality arts education curriculum and shared their approaches with affiliated schools in their networks. The program evaluation design focused on program implementation and…

States that, from 1900-1916, U.S. demographic make-up changed dramatically due to the influx of people from southern and eastern Europe. Also asserts that some of the musics of African Americans and Native Americans were introduced into the music curriculum. (CFR)

Contends that a number of music educators believe that music should be taught in the same rigorous, sequential, and comprehensive way that other subjects are taught. Asserts that critical thinking skills and interpretation are essential factors in this process. Recommends cooperative learning and portfolios as appropriate instructional strategies.…

Argues that music is a universal language and is important to integrate in the Montessori classroom through teacher education, child-directed activities, and learning individual tones, followed by recognition of patterns and musical sentences. Provides a historical timeline and analysis of musical development. Discusses merits of a music…