This commentary examines the primary types of music analysis. Although the study focuses mainly upon individual trends and schools of thought, some attention is given to the evolution of ideas within the field. Methodologies are considered in the light of their applicability to individual or classroom analysis by students. From the most…

An overview of early country school music and music education in the Mountain Plains region of America provides impresssions gained from texts, journals, official records, and personal interviews. Music is portrayed as a socializer to engender community spirit, an enhancement of patriotism, a means to enculturate to the "American way of…

Examines the musical compositions of Australian children ages seven and nine years to discover the nature of their melodic and rhythmic representations. Finds that older children created more compositions of higher stages of complexity. Reports that girls produced a greater percentage of compositions assigned to the highest stages. (CFR)

Attempts to express a group of children's understanding of inversion, retrograde, and retrograde-inversion as it applies to musical composition and color schemes. The children, ages six to nine, displayed idiosyncratic approaches to the problems. Discusses the possible implications for symbolic language and cognitive development. (MJP)

This book integrates music education with literature and social studies. Lessons are based on children's books. Some suggested books include illustrated folk songs or explanations of style or form in musical history. Others are inherently musical in the lyricism of the author's words or the rhythm of the text. Each lesson is self contained. The…

A class was developed for 10 musically talented students in an elementary school, to enable the students to increase their musical interest and knowledge and to improve their music performance skills. Strategies for providing a more challenging musical environment for these students included: a pull-out class, teaching of music theory and…

Addressing the problem of low music skills and lack of motivation to participate in music programs in elementary and junior high schools, a study examined a daily after-school practicum in which music skills, composition, and performance were practiced. Twenty sixth-grade students participated in 72 40-minute after-school sessions, meeting twice a…

Describes a musical created by third-grade students and their teachers in Colorado explaining Native American legends. Describes how teachers wrote songs for the program, students narrated and acted in the musical and painted scenery, costumes were brought from home and made at school. Discusses curricular areas addressed in the musical, including…

Presents findings of a qualitative study of musical learning processes. Findings are reported in terms of the nature of strategies used by children as they work with peers to solve compositional problems. Also finds that successful students moved back and forth from holistic approaches to segmented activities. (CFR)

Delineates the cultural norms evident in the performance and practice of Ghanaian children's play songs. Describes the similarities and differences between these and those of adult Ghanaian music culture. Discusses the social significance of the songs and includes several tables showing musical notation. (MJP)

Defines guided composition as composing music with as many prescribed parameters as a young composer needs. Although the melody should never be proscribed, instructional "controls" can be built into the rhythm, length (and repeats), scale, and clef. Includes excerpts from three K-4 compositions using this technique. (MJP)

Examines the relationship between vocal pitch accuracy and gender, grade level, and the presence or absence of an accompanying unison voice. Reveals no significant differences between unison or individual singing or for gender. Fourth and fifth graders exhibited significant differences. (MJP)

Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)

This field-tested guide is intended to help 4th, 5th, and 6th grade teachers introduce students to different musical concepts through a series of ten 30 minute television programs. Produced by WETA-TV, Washington D.C., the fast paced, humorous programs expose students to many musical styles including vocal and instrumental jazz, bluegrass and pop,…