Presents a series of questions those aspiring to teach music education at the university level should ask themselves. The questions cover a broad range of topics including academic reputation and job placement, importance of teaching experience, physical and emotional factors, and faculty recommendations. Each question is answered thoroughly. (MJP)

Provides a selected list of contemporary performance literature suitable for middle school and junior high bands. Considers both quality and consistency, as well as the ability of a composition to remain interesting and challenging throughout rehearsal, as selection standards. Groups the 100 works according to difficulty level. (LS)

Because objectives can easily become ends in themselves, rather than the foundation of a total program, the objectives of a music program must be under constant evaluation. Social, cognitive, and aesthetic objectives of music education are discussed, and a model to integrate the objectives is presented. (RM)

Describes a beginning conducting course at the University of Kansas that utilizes self-instruction through the use of video programing. The course includes 12 videotaped modules presented weekly, providing students with a visual model to review their performance. Finds that students gain basic competency in terminology, transposition, and…

Contends that Comprehensive Musicianship of the Contemporary Music Project has been all but ignored by music educators. Argues that Comprehensive Musicianship is the answer to a lack of measurable goals and assessment criteria in instrumental music. Concludes that secondary music instructors who fail to incorporate these techniques risk losing…

Argues that music teacher education programs must include an early introduction to research methods and findings related to the field. Discusses two research findings that affect nearly all music teachers and should be a part of all music teacher education programs. Includes a list of 13 recommended journals that cover issues related to research…