This report describes a program for intensifying student motivation to increase their weekly instrumental practice time. The targeted population was second and third-year instrumental music students in grades 5-6. The students were drawn from two different elementary schools within the same district in an upper-middle class community adjacent to a…

Seven string educators respond to questions about repertoire sources for novice players, the teaching of improvisation, weaknesses in current instructional materials, ensemble size, the integration of Suzuki's methods into traditional programs, the problems of a violinist teaching other instruments, and coordination of school and other youth…

Focuses on the topic of positive communication, developed by Haim Ginott. Provides an example of using positive communication in music with young children. Describes the principles of positive communication and discusses how negative communication can be changed. (CMK)

Presents results of a study of the relationship between the diagnostic skills of string music teachers and the performance competencies of their students. Reports no significant relationship between teacher skills and student competencies. Presents teacher ratings of the influence of 22 factors on students' musical achievement. (SG)

Suggests that the bias linking guitars to popular culture has needlessly limited approaches to teaching guitar. Examines how each of five current programs develops different music skills. Advocates a comprehensive, multifaceted program capable of emphasizing student skills in melody, harmony, perception, creativity, and performance over six years…

Contends that many choral programs suffer from a continued dependence on the piano for music learning and intonation. Provides suggestions that will help students develop sight-reading and singing skills that are not centered around the piano, such as creating a sight-reading system and having students read choral music immediately. (CMK)

Advocates using the singing voice and the study of folk music in instrumental instruction. Recommends instrumental teachers confer with voice teachers to coordinate ideas and terminology. Includes several excerpts of scores and musical exercises, as well as a list of selected resources. (MJP)

This article discusses the results of a survey conducted by the author asking music teachers why they leave their jobs. The author compiled an e-mail survey and sent it to instrumental music teachers who were making plans to leave their jobs for new positions or to leave the music education profession entirely. In order to widen the pool of…

This activity is the result of a school-university collaboration among four educators (two intermediate classroom teachers, a vice-principal/teacher, and a university-based teacher educator/researcher) who worked together to improve the quality of learning in the classroom. The educators combined their teaching expertise to plan and co-teach an…

The purpose of this study was to assess fourth- and fifth-grade students' (9- and 10-year-olds') affective response and ability to discriminate between melody and improvisation after receiving instruction in singing and/or playing a piece in the blues style. Subjects (N= 102) were assigned to one of three equal-sized groups. Group 1 learned to…

Popular and world music play an important role in Dutch music education. This article examines two case studies that illustrate authentic music learning environments in which these types of music are prominently used. The first case follows a student during her training at the Rotterdam Academy for Music Education, in which her own musical and…

This article tells the story of an instrumental music instructor, cooperating special education teacher, and a twenty-nine-member band. Although they could have chosen many paths, these two particular teachers adopted an inclusive attitude and found ways to integrate students with disabilities. The author then discusses what existing research has…

This paper emphasizes the importance of music as an integral part of the education of the young child, and draws attention to a few ways in which parents and teachers can contribute to children's musical development. Sections of the paper focus on seven questions: (1) Is music really universal? (2) When should musical training begin? (3) When…

This music curriculum guide for the required music component of the fine arts curriculum in Alberta (Canada) covers concepts, skills, and attitudes, as well as enrichment and integration activities. Concepts are the intellectual framework of the music program and are divided into five elements: (1) rhythm, (2) melody, (3) harmony, (4) form, and…

Brief information is provided on the region, climate, agriculture and industry of 10 provinces in Portugal: Tras-os-Montes e Alto Douro, located in Portugal's northeastern region; Beira Alta, the province with Portugal's highest elevation point; Beira Baixa, one of Portugal's poorest regions; Beira Litoral, located in central Portugal along the…