Explains that by studying the music of Clara Schumann, music classes can learn about some of the musical forms, styles, and techniques of the Romantic period. Considers teaching strategies centered around Clara Schumann's "Variations on a Theme of Robert Schumann" and provides background information on her life. (CMK)

Two approaches used to teach beginning band, a comprehensive musicianship approach and a performance-oriented approach, were compared. The comprehensive musicianship approach was more effective in teaching interval, meter, major-minor mode, and auditory visual discrimination. Both groups performed equally well. (Author/AM)

States that music teachers should write their own string orchestra music to create more music choices. Discusses how to write and publish the music. Includes a list of guidelines for writing and publishing music, as well as chart of factors that teachers should consider. (CMK)

States that choral directors should put more time into planning music rehearsals. Discusses activities that can be included in a rehearsal practice and describes extension activities that could be used. Includes a lesson plan that can be used with a concert choir. (CMK)

Discusses the selection of material for vocal performances by high school students. Describes adolescent voices as young with little vocal technique and only partially developed or unused register. Includes considerations of breath management, tessitura, energy, subject matter, and language. Provides a list of songs meeting appropriate…

Describes the technique of scordatura, and the different unusual notional principles, as a means to exploring the Baroque repertoire. Explains that scordatura pieces indicate, using either the term discordable or discordatura, that the established tuning must be altered by mistuning the instrument. Concentrates on Domenico Gabrielli's "Seven…

Proposes that high school choir teachers utilize multimedia technology in order to provide students with simultaneous aural and visual examples of various musical concepts. Offers examples using a multimedia approach to teach John Bennet's "Weep, O Mine Eyes" and Randall Thompson's "The Road Not Taken." Includes a list for selected software. (CMK)

Provides three strategies to help chorus teachers assist boys to develop their singing abilities by: (1) choosing the appropriate repertoire for the boys' abilities; (2) routinely separating the boys and girls during rehearsals; and (3) having boys do exercises that expand the upper parts of their singing ranges. (CMK)

Provides a strategy, from the book entitled "Strategies for Teaching High School Band," that addresses Standard 8B of the National Standards for Music Education. Explains that students will discover relationships among music, visual art, and architecture of the Classical period. (CMK)

Discusses the benefits of commissioning a work for a choral group. Provides guidelines for music educators who commission a piece: (1) know your own needs; (2) find a composer who interests you; (3) help the composer select appropriate lyrics; (4) set a tentative schedule; (5) consider the costs. (CMK)

Maintains that the works of Grazyna Bacewicz foster musical growth and appreciation, increase students' technical skills, and expand their cultural horizons by acquainting students with the traditions of Poland. Explains that her compositions can be adapted to many different teaching approaches and tailored for students of all ages. (CMK)

Discusses the music composition teacher's role in terms of four categories: (1) to impart technical knowledge; (2) to give historical perspective; (3) to provide real-world facts about the profession; and (4) to share personal strategies. Addresses the importance of the separation between the teacher's and students' styles. (CMK)

Addresses how the National Standards can be incorporated into band rehearsals using the music piece, "Balladair" (Frank Erickson), as an example when teaching techniques and musical concepts. Provides ideas such as using material from "Balladair" to create warm-ups or relating the piece to other arts. (CMK)

Focuses on the relationship of music composition with specific learning styles. Emphasizes the development of a research model in which music composition was viewed as involving intuitive and rational musical abilities. Uses two learning-style inventories and a researcher-designed test of musical composition ability. (DB)

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)