Focuses on the use of recorder ensembles in general music classes, discussing topics such as strategies for procuring soprano, alto, and bass recorders and ensemble activities for grades 3-8. Provides a bibliography of resources for recorder playing and information on transposition and arranging music. (CMK)

Recommends using "activation exercises," or warm-ups, to awaken students' voices, minds, and breathing mechanisms when singing choral music. Describes three activation exercises: (1) plainchant melodies; (2) the five-note scale; and (3) tongue twisters sung to melodies or scale patterns. Explains why the first and third exercises work.…

States that creating "authentic" world music arrangements that are faithful to indigenous performances provides a means for teaching instrumental students about the sounds of other cultures. Discusses how to choose a piece of world music, how to transcribe a performance, and how to develop the arrangement. Addresses additional instructional…

Explains that there are five components for achieving the ideal band tone (balance, blend, acoustics, sonority, and chord voicing). Presents information on each component. Provides seven suggestions helpful in developing band tone, such as explain and establish goals for the band's tone, practice for tone, and choose music to optimize tone. (CMK)

Describes a project in which band students rehearsing Anne McGinty's "Atlantis" explored the city by building a model. Explains that students worked in groups as researchers, poetry and story writers, designers of the city, builders of the city model, and thinkers charged with generating ideas. (CMK)

Provides a strategy, from the book "Strategies for Teaching Specialized Ensembles," that addresses Standard 9A of the National Standards for Music Education. Explains that students will identify and describe the musical and historical characteristics of the classical era in music they perform and in audio examples. (CMK)

Describes a unit used with sixth-grade students focusing on jazz and blues that taught improvisation. Discusses the different levels of improvisation that were used, providing the beginning activities, and describes activities that focus on the third level of improvisation called product-oriented improvisation. (CMK)

States that sequencing and printing software eliminates the barriers to students composing music. Describes "Master Tracks Pro," a sequencing program, and "Rhapsody," a printing program. Includes a lesson plan for setting pentatonic music to a poem. (CMK)

Contends that music teachers can assist their elementary students in composing music using Orff techniques and computer technology. Describes (1) a unit on musical composition that begins with information on rhythm, melody, and form, (2) a demonstration for using the equipment, and (3) the composition process. Addresses obstacles to overcome and…

Presents a collaborative composition project for use in junior high bands that incorporates three standards from the National Standards for Music Education: (1) Standard 3: improvising melodies, variations, and accompaniments; (2) Standard 4: composing and arranging music; and (3) Standard 9: understanding music in relation to history and culture.…

Focuses on the use of technology to assist students in composing and improvising music. Discusses the benefits of composing using computer software; addresses types of tools that can be used; explores different teaching strategies for teachers to utilize; and describes the organization of the music classroom. (CMK)

States that a growing number of schools are installing general computer labs equipped to use notation, accompaniment, and sequencing software independent of MIDI keyboards. Discusses (1) how to configure the software without MIDI keyboards or external sound modules, (2) using the actual MIDI software, (3) inexpensive enhancements, and (4) the…

Discusses the use of standards-based instruction in large ensemble rehearsals and the implementation of the National Standards for Music Education. Provides a sample lesson using "The Ash Grove," a piece arranged for band with notes on lesson preparation and rehearsal strategy. (CMK)

Discusses how music teachers can incorporate computer assisted instruction (CAI) into their elementary classrooms. Addresses the benefits of using computers and the equipment that is needed. Describes ways for students to compose their own music by using "Making Music." (CMK)

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)