This article is an introduction to video screen capture. Basic information of two software programs, QuickTime for Mac and BlueBerry Flashback Express for PC, are also discussed. Practical applications for video screen capture are given.

Implementation of the English Language Arts (ELA) Common Core State Standards (CCSS) reduces the traditional separation between the study of different subjects. Increased focus on nonfiction reading and writing means more incorporation of other content, such as music, into language arts classes. CCSS's emphasis on speaking and writing across…

This article presents steps toward gaining knowledge of world music pedagogy for K-12 general music educators. The majority of the article details steps that invite engagement within everyday contexts with accessible resources within local and online communities. The steps demonstrate ways general music teachers can diversify and self-direct their…

Describes MusiCircus, developed by composer John Cage, where people play different types of music simultaneously. Presents a different version of this approach where parents and children participated in various activities at the same time. Includes guidelines for creating a MusiCircus. (CMK)

Discusses how to make accommodations for special needs students in the music classroom. Focuses on students with reading difficulties, difficulties understanding oral instruction, and mathematical difficulties. Describes using the "LoTTIE" Kit (Low Tech Tools for Inclusive Education), with elementary and secondary students. (CMK)

Provides an annotated bibliography of music related picture books that can be used in the music classroom. Discusses the benefits of using picture books for all ages. Includes books in ten categories, such as instruments, ensembles, and styles of music. (CMK)

Describes various resources that will aid music teachers educating special needs students in their classrooms. Focuses on such resources as "Music for Special Education,""Reaching the Special Learner through Music," and "Music for the Hearing Impaired and Other Special Groups." (CMK)

Presents the organizational framework of the Society for General Music. Contains basic explanations of purpose, goals, and establishment; bylaws concerning personnel, the General Music Council, an editor, the Executive Committee, and the composition and function of the Council; membership; officers; publications; editorial board; and nomination,…

Describes the Society for General Music (SGM) as a communication network through which SGM leaders and local teachers express concerns about general music. Provides a checklist for organizing a state network, addresses how to increase membership, and discusses how to plan a leadership conference and a workshop. Includes sample letters and other…

Presents descriptions of using the Internet for music instruction by Laura Ferguson, James F. Daugherty, and Sandi MacLeod. Covers topics such as steps for creating and publishing movies on a Web site, a template for electronic learning called ChoirONLINE based on the creative use of interactive Web forms, and the Vermont MIDI Project. (CMK)

Discusses communication obstacles music educators encounter and considers constructivist listening as a means for music educators to assist one another with discipline and management issues. Describes activities for use in a seminar entitled "Real Life in the Music Classroom: Creating Positive Discipline and Management." (CMK)

Addresses the importance of social context when students are learning music and how social context may affect learning styles. Focuses on how teachers should respect students' different learning styles, presenting Harvard Project Zero as a program in which the learner is central to the educational process. (CMK)

Argues in support of integrating music education with other subject areas, discussing the importance of maintaining music's integrity, combining the arts, reasons for integration, and whether integration is always good. Offers an opposing argument that views the integration of music with other subject areas as unsound. (CMK)

Focuses on assessing student learning in relation to the National Standards for Music Education, covering topics such as content-related evidence of validity (the extent to which an assessment covers the content of instruction), assessment frameworks, weighing content areas, and frequency of assessment. Provides recommendations. (CMK)

Addresses how teachers have too little time to cover all possible music instruction topics in depth. Discusses the use of assessment as a starting place in planning. Asserts that assessment criteria should consider students as accomplished learners and states that music education must focus on what students should know and do. (CMK)