Asserting that children are particularly open to novelty in music, the author analyzes four examples of twentieth-century avante-garde music and suggests how they can be presented in a children's music class. (SJL)

The author explains to the classroom teacher how to make music listening a daily part of early childhood education. She suggests a number of specific musical works--from the classics through rock music-- that young children will enjoy. (SJL)

Discusses some of the factors such as cultural attitudes, student expectations, and teaching methods that affect and impede the teaching of college-level courses in music appreciation. An alternative teaching approach, which presents ways composers have portrayed events in the human life cycle, is described. (AM)

A model of music preference theory suggests ways that teachers can broaden their students' musical preferences. Teachers can change preferences by changing something in the listener, the social environment, the music, or the ways that the listener processes information. (AM)

That processes of interpretation are unavoidable in any educational experience has not received serious attention in teaching and teacher education. One of the authors devised an exercise for her graduate class to help them understand practical aspects of hermeneutic theory in connection with rationality, truth and the nature of teaching and…

Using 411 fourth- through sixth-grade students, this study found a relationship between classroom music attitudes and grade level, gender, and socioeconomic level. Results also showed little relationship between classroom music attitudes and musical aptitude. (JDH)

A semester-long study of Mozart helped eighth-graders understand the composer's personality and appreciate his music. Students read a biography of his life, studied the forms of his music, danced the minuet, and performed one of his operas in a schoolwide Mozart Day celebration. (AM)

Music listening experiences have a role in the general music program. "Scanning" is Harry S. Broudy's approach to developing responsiveness to music's expressive qualities through music listening. (AM)

Describes ways teachers can exploit student knowledge and interest in pop music by drawing examples from it to illustrate music theory and appreciation concepts. The author contends that, when students receive a broad exposure to all kinds of musical types, they develop their own valid standards for good music. (AM)

Described is a puppetry project which incorporates learning music selection, introducing music in writing activities, learning how music tells a story, learning about sound effects and theme music, and music appreciation. Some musical resources are included. (KC)

The issues related to aesthetic education are examined, recent curriculum developments (such as the Central Mid-Western Education Laboratory) are described, and school programs (including Project Impact, an interdisciplinary model arts program for children and teachers) are discussed. (CL)

A series of activities are described to introduce students to musical instruments. Children learn about woodwind, string, percussion, and brass instruments through observation of musicians, hands-on experiences, and recordings. Sample recordings and a bibliography are listed. (DF)

Provides suggestions for using rock music to stimulate classroom commentary about the world of electronic and mass media. (KS)

Discusses seven listening experiences designed to open children's ears to sound. (Author/RK)