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)

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)

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)

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…

Presents an interview with Eiji Oue, one of the youngest conductors to ever hold that position with the world famous Minnesota Orchestra. Oue talks about his experiences working with and teaching young people across the United States. He also discusses differences between music instruction in the United States and his native Japan. (MJP)

This Virginia framework for music instruction in kindergarten through 12th grade established objectives designed to develop concepts and skills, to encourage positive attitudes toward music as an art form, and to value music's role in daily life. The objectives are organized by grades and by choral and instrumental music experience. Sequential…

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…

Suggests effective music instruction helps children use extramusical analogies to describe what they hear. Introduces music vocabulary, and asks questions that guide students to complete musical descriptions. Claims meaningful description is the result of training that is focused on developing listening skills. (NL)

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…

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…

The College Entrance Examination Board has prepared this publication to help secondary school teachers develop Advanced Placement (AP) courses in music. The discussion of strategy recommendations, reading materials, and record collections should be adapted to suit local preferences and individual skills. An opening section of general remarks…

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…

Encapsulates a series of verbatim statements made by young musicians about the joy music has brought to their lives. The musicians, all students at Black Mountain Middle School in San Diego, California, exhibit a wide range of responses discussing their commitment, hard work, and sense of accomplishment. (MJP)