The College of Rock and Roll in San Francisco is dedicated to the serious study of modern music. (Author)

Ways of using music in school are discussed. (CK)

Paper presented at the annual convention of the National Guild of Community Music Schools, Los Angeles, California, November, 1968.

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)

This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. After four weeks of differential instruction, results were mixed and more research is recommended. (Author/IS)

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)

Notes that songs can bridge generations, draw students and teachers together, and remain forever in a child's memory. Suggests the following approaches for early childhood educators: sing with children, share favorite songs with students, allow students to sing and share their favorite songs, and do not focus on students' musical memory. (LBT)

This article explains how children learn to sing and discusses criteria for selecting songs suitable for young voices. Teachers should begin with the familiar, proceed with what is comfortable, move on to what is functional, and reach out to new ideas. Provides sources for and examples of appropriate records, tapes, songbooks, and story songs.…

At the onset of the essay by Alerby and Perm, musicality is described as emotional or cognitive phenomena. In this response, Fung questions what role a psychomotor phenomenon plays in musicality. Alerby and Perm describe "motor knowledge" in the context of Merleau-Ponty's "maximum grip." Does this mean that "motor knowledge" or "maximum grip" in…

Despite three decades of research, gendered participation in music continues to be problematic. While many aspects of Western society maintain a patriarchal stance in the workplace, it is apparent that girls have made some significant changes in their musical choices. Males, it seems, are maintaining the same preferences for instruments as they…