The educational practices of the municipality of Reggio Emilia, Italy, are celebrated as among the best in the world. Inspired by this educational system, schools across America have adapted the Reggio Emilia approach. Yet, music educators may be unaware of its principles as the approach is not often discussed in music education literature. The…

Stacy McKenzie is challenged to find new ways to involve students in their learning. She begins this journey by developing a lesson planning framework based on constructivist principles for learning. The perspectives Stacy applies in her program are shared in this article: First, by examining how she crafts a lesson framework that provides…

This column presents an improvisation game designed to be played by any two musicians from beginner through professional skill level. The author argues that two aspects are critical for success: one, an understanding of the creative power of limits; and, two, the importance of framing the activity as a game. The game, based on the limit of the…

The number of professional ensembles and organizations with dedicated outreach concerts has been steadily increasing over the past decade. More recently, educational concerts pairing chamber music with young children have been documented. The work presented in this article is a study in the efficacy and feasibility of this format. Various music…

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)

Focuses on whether music teachers should teach reading to their students. Addresses the effects of reading instruction in the music classroom, how music teachers do not want to be reading teachers, and reading skills that are already being taught in the music classroom. Offers ideas on what reading skills can be taught. (CMK)

Focuses on the importance of developing student listening skills. Describes a classroom project for fifth-grade students in which they created a music video, addressing the roles of the students and the teacher. Includes a section detailing the steps involved in completing this project. (CMK)

Discusses how music teachers must account for the needs of all children within their classroom, including gifted and talented students and special needs students. Presents a strategy, "Multi-level Instruction Profile," that can be utilized to provide enrichment, accommodation, or modification to classroom lessons. (CMK)

Explores the development of performance-based assessments from the teacher's perspective. Describes the issues of relevance and representativeness within the context of a rubric designed to assess student development and performance of a rhythmic composition. Discusses three ways a component can be irrelevant, measuring proficiency, and…

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)

Describes curriculum integration and examines a theory of multicultural integration applying it to music education. Offers guidelines for music teachers who attempt to integrate music education with other subject areas: (1) get organized; (2) inform your principal; (3) start small; (4) be proactive; (5) be flexible; and (6) evaluate the effort.…

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)

Asserts that music teachers must become active participants in the process by which school policies concerning inclusion are established. Offers suggestions for enabling music teachers to successfully educate students with disabilities focusing on language use, social interaction, and physical involvement issues. Provides sources for additional…

Stresses the importance of early musical experiences for children to assist in their musical development. Addresses how a child's home environment affects their musical development, the similarities between language acquisition and musical development, and the role parents and teachers have in developing young children's musical abilities. (CMK)