The effect of the use of interactive videodisc technology to present aural tests was studied in the context of college music appreciation classes. Both experimental and control groups were given study guides that identified the aural objectives for each test and specified the location of the musical examples that were to be used to illustrate the…

This document describes Kentucky's comprehensive plan for arts in the elementary and secondary school curriculum. Major objectives of the plan are to incorporate knowledge and appreciation of the arts and to help students develop skills related to art and music at every grade level. The plan was devised to respond to a perceived lack of…

Describes a two-week arts appreciation unit implemented by a sixth-grade teacher at Graham Elementary School in Los Angeles. The unit introduces the students to Parisian art and architecture, the music of Wagner and Stravinsky, and the paintings of Monet and Chagall. Visual and aural exposure to art and music, group discussions, and hands-on art…

The guide was designed to aid administrators and teachers in creating, organizing, and staffing music programs for students in middle schools or grades 5-8 in Oregon. It is presented in four parts. Part I describes the unique features of the middle school. The environment and students are in a period of change, and teachers must have certain…

Reports on music education research in 1990 under these headings: (1) the status of music education from descriptive research; (2) types of research, research findings, and implementation; and (3) probable immediate future of music learning and teaching. (KM)

Educational objectives and brief course descriptions are presented for music education, grades 9-12, Montgomery County Public Schools, Rockville, Maryland. The program, divided into general, choral, and instrumental categories, stresses refining cognitive perception, developing creative potential, and heightening aesthetic sensitivity.…

Educational objectives and brief course descriptions are presented for music instruction, grades K-8, Montgomery Public Schools, Rockville, Maryland. The system recommends that students in grades K-6 receive 100 minutes of general music instruction weekly. Objectives for these grades include development of musical perception through a wide variety…

Organized flexibly, these 17 unit outlines are arranged to provide articulation with lower levels, utilization of student-preferred material, and coverage of the most essential instructional aspects of music appreciation in an increasing order of complexity. Each unit outline contains (1) aims and objectives, (2) vocabulary, (3) suggested and…

Asks the questions (1) what is critical thinking in music?; (2) why is it so important that we engage students in it?; and (3) what does it have to do with music education? Answers these questions and elaborates on the notion of critical thinking as an educational goal and tool. (MJP)

By following the Washington Small Schools Curriculum format of listing learning objectives with recommended grade placement levels and suggested activities, monitoring procedures, and resources used in teaching, this music curriculum for grades K-3 encourages teacher involvement and decision making. Goals for the program focus on the student,…

Describes and defines the steps involved in measurement and evaluation: (1) determining an outcome; (2)defining scoring criteria; (3)establishing appropriate assessment tasks; and (4)creating opportunities for learning. Includes a flow chart for a design-down curriculum and an example of a vocal performance rating scale assessment. (MJP)

Maintains that music educators have struggled for decades with issues related to a "multimusical culture." Contends that balancing the musical traditions of Western civilization and honoring the varieties of music of cultural subgroups is a major issue in contemporary music education. (CFR)

Contends that music educators must develop a stronger rationale for music education in the face of economic pressures and questions about the value of aesthetic education. Argues that music educators must stress both the utilitarian and aesthetic objectives of music. Includes six basic rationale statements for music education. (CFR)

Early childhood music programs should be based on two interacting goals: (1) to teach those skills most appropriate to a particular level and (2) to nurture musical creativity and self-expression. Early childhood is seen as the optimum time for acquiring certain musical skills, of which the ability to sing in tune is considered primary. The vocal…

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.…