Points out the value of a favorable music curriculum for children two to eight years of age, advocating an emphasis on and providing guidelines for programs in vocal development, instrumental skills, and music appreciation in early childhood curricula. (RH)

GRADES OR AGES: Grade 13. SUBJECT MATTER: Music. ORGANIZATION AND PHYSICAL APPEARANCE: The central portion of the guide is divided into six units: voice, strings, woodwinds, brass, percussion, and theory and form. Each unit is in list form. The guide is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: A list of…

GRADES OR AGES: Grade 2. SUBJECT MATTER: Music including vocal, instrumental, and music appreciation. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three sections, one for each of the above-mentioned categories. It is laid out in four columns across two pages. Column headings are goals, activities, helps for the teacher, and…

Author presents an analysis of American popular music. (RK)

GRADES OR AGES: Grades 4, 5, and 6. SUBJECT MATTER: Music. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory section contains material on the purpose, general objectives, and organization of the program; recommendations for the classroom vocal program, the classroom instrumental program, the classroom music listening program, and the…

Children have an innate ability to like and produce music, and elementary teachers have a responsibility for developing this aptitude. (MB)

The author reviews major styles of secular Western music from the early Middle Ages through the sixteenth century, pointing out features that would appeal to a modern audience. A selected list of published collections of early music is appended. (SJL)

The book contains information on musical activities which were field tested in Project PASE (Program in the Arts for Special Education, Pennsylvania) classrooms with a wide range of exceptionalities from preschool age to adolescence. Activities are seen to help children become more aware of their bodies, feelings, and themselves; feel important…

This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…

Forty-nine music lessons for use in sixth grade classes are presented. A number of these lessons feature songs and musical instruments from or about Hawaii, and lessons stress learning about tempos, accents, meters, notes, and rhythm patterns. The lessons introduce the history of instruments such as the ukulele, recorder, rhythm instruments, and…

This fifth grade text provides music and rhythmic activities for the development of both musical skills and appreciation. The learning of music symbols, notes, chords, rhythm, harmony, and specific songs is stressed. While most of the songs were composed in the contiguous 48 United States, music from Hawaii and from other countries is included.…

The three approaches of Carl Orff, Zoltan Kodaly, and Shinichi Suzuki to early childhood education can be successfully fused to provide a foundation for a total music curriculum from the nursery to secondary school. Basically, Orff suggests that rhythmic patterns should be experienced in children's natural language as they improvise melodies and…

Reactions to attitude items from the first national assessment of music expressed by a panel of music educators during a two-day conference on implications of the entire assessment are reproduced in this report. The panel states that aesthetic sensitivity is the ultimate goal of music education; however, the attitude items in the assessment do not…

Organized flexibly, these 17 unit outlines are arranged to provide articulation with lower levels, utilization of student-preferred material, and coverage of the most essential instructional aspects of music appreciation in an increasing order of complexity. Each unit outline contains (1) aims and objectives, (2) vocabulary, (3) suggested and…