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)

Reports on a study of inexperienced and experienced music teachers to determine the dominant perceptual dimensions used to classify classical musical excerpts. Finds that listeners generate an internal hierarchy that reflects their individual background and knowledge. Concludes that instructional methods are as important as the music selected for…

The purpose of this study was to provide a description and analysis of repertoire performed at middle school band contests in northern Illinois. Repertoire from 10 Illinois Grade School Music Association--Northern Division district level contests were analyzed in relation to the frequency pieces were performed, dates of publication, publishers…

The "pontes" (bridges) approach may be viewed as a teaching guide for action in music education. It may help music teachers to articulate the different aspects that surround the teaching-learning process, especially those related to cultural interfaces, such as: the student's personal characteristics, the elements and essence of the…

Designed as a resource for elementary teachers, this booklet contains proven classroom activities and lesson plans as well as a human resource guide to help incorporate music into the K-6 curriculum. Fourteen lesson plans grouped by grades K-3 or 4-6 comprise the first section. For each lesson instructional objective, time estimate, materials,…

This study tested the following hypothesis: that the study of original music composition confers benefits on the college music student which he would not ordinarily receive from the undergraduate music program, and that such study would therefore be a valuable addition to a music curriculum. Seven participants at a 3-week workshop in composition…

This document on course goals in music is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum…

Offers a list of English poetry set to music. Includes only recordings that are currently available and poetry that is commonly taught or that can be taught better because of the existence of the music. (EL)

In Canada's province of Alberta, senior high school General Music 10-20-30 is a sequence of courses for students who are interested in a broad spectrum of musical experiences within a nonperformance-based environment but not interested in specializing in choral or instrumental performance. General Music 10, 20, and 30 courses are offered for 3 or…

Classroom activities for ESL that use music and musical instruments are suggested to develop locomotor skills, auditory discrimination, and reading and writing skills. Such activities could include use of musical instruments, imagination games, writing lyrics, hearing ethnic music, and music-related events and visitors. (MSE)

Classroom activities for ESL that use music and musical instruments are suggested to develop locomotor skills, auditory discrimination, and reading and writing skills. Such activities could include using musical instruments, playing imagination games, writing lyrics, hearing ethnic music, and having music-related events and visitors. (MSE)

Reviews the history and state of general music education for K-12 students. Points out that the goals of the Music Educators National Conference were to have music education available to all students and to have all schools and universities require music by 1990. Examines the present situation to determine whether these goals have been attained.…

Explores preschool children's movement responses to music. Using naturalistic procedures Metz generates three substantive core categories regarding the nature of movement response: conditions, interactions, and outcomes. Provides seven propositions for early childhood music education. (LS)

Discusses how listening, in conjunction with questioning and classroom dialogues, promotes critical thinking about music. Suggests that classroom interaction encourages analysis, synthesis, and evaluation of content. Lists ways music teachers can stimulate critical thinking, including an activity called structural dictation, and the development of…

Encourages the appreciation of music through listening, responding with body movement, and sharing with children. Points out that early childhood educators and children who are nonmusicians can make and understand music. Identifies basic problems with preschool teachers' current practices in using music with young children and provides a list of…