The author suggests that instruction in musical improvisation can serve any student interested in music. Improvisation is defined, teaching suggestions are presented, and selected resources for teaching with improvisation are included. The emphasis is on jazz, though most information is applicable to other kinds of improvisation. (KC)

Analyzes 15 performances of "Bach's Suite Number 3 for Violoncello solo, Bourree Number 1" and determines what patterns of rhythmic variation (rubato) were used by soloists. Indicates that the soloists demonstrated four identifiable and similar trends in the performances. (CMK)

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)

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)

Discusses how the outgrowth of the praxial philosophy in music education is misunderstood and has led to a lack of informed dialogue on the differences between praxis and philosophical bases for music education. Presents an interpretation of Aristotle's idea of praxis and considers praxis in terms of implications for music education. (CMK)

Discusses how music educators can address Content Standard 6 of the National Standards for Music Education that concentrates on teaching students to listen, analyze, and describe music. Provides six approaches that help students access new pieces of music through listening, such as responding enactively to musical cues and focusing on cultural…

One hundred and forty citations comprise this annotated bibliography of books, articles, and selected dissertations that encompass trends in music theory and k-16 music education since the late 19th century. Special emphasis is upon writings since the 1950's. During earlier development, music analysts concentrated upon the elements of music (i.e.,…

Examination of lyrics of the blues and jazz forms of black music indicates their importance as communication. Contemporary styles can be divided into five overlapping categories: (1) "mainstream," the post-"bebop" style and soul jazz; (2) jazz influenced by other ethnic music; (3) the avant-garde jazz, which is often…

Identifies several sets of criteria starting band directors can use to overcome common pitfalls. These include helpful hints on repertoire selection, rehearsal procedures, and setting realistic expectations. Concludes with a look at "the big picture," a list of suggested themes for concerts. (MJP)

In this curriculum guide a flexible music program is offered that provides a variety of interesting and challenging courses for pupils in grades 9 through 12. The objective is to present a musical education program to meet the wide range of needs of different pupils many of whom will use music as a hobby or to enrich their cultural background.…

Outlines a series of practical ideas for incorporating the creative activities of composing and improvising into instrumental ensemble rehearsals. Discusses simple techniques and approaches for composing with new notes, rhythms, and concepts, as well as improvisation and in-class compositions. Includes key notation charts and a list of selected…

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)

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)

Specific music objectives for which exercises were developed to assess music achievement, and actual procedures for establishing these objectives, comprise this brochure. The Educational Testing Service (ETS), awarded the task of developing music objectives in 1965, met with a group of experts in music to define the scope of music assessment. The…

Considers the dilemma of the instrumental specialist suddenly forced to take over general music class instruction. Advises keeping an open and flexible attitude while realistically appraising the situation. Provides a list of helpful tips and the comments of instrumentalists who found the experience to be a positive one. (MJP)