What music research can tell teachers about strategies to use to help students learn to like classical music is discussed. For example, research has shown that music teacher's verbal approval significantly increases students' listening to classical music. Also, choices of musical examples is critical. (RM)

How secondary students can be taught to think critically about the music they are performing is described. Classes must be structured to involve the student in analysis of performance options, experimentation, and conducting, as well as critical analysis of the teacher's interpretative decisions. (RM)

Well-known peoples' views concerning the intrinsic value of music and the importance of music education are presented. The statements represent a few entries from the Music Educators National Conference's new publication "Testimony to Music." (RM)

An approach to planning and teaching that emphasizes individual success in music could begin to provide the necessary social antidotes to inappropriate mainstreaming situations. Such an approach is discussed. (RM)

The history of country music, from Appalachian folk music to today's bluegrass festivals, is discussed. (RM)

Born in Russia in 1894, Nicholas Slonimsky founded the Chamber Orchestra of Boston and was the editor of the latest three editions of Baker's "Biographical Dictionary of Music." In this interview he talks about his life in music and his love of teaching music. (RM)

Otto Luening, one of the pioneers in the development of tape composition, talks about a variety of topics, including the education of musicians, the relationship between composer and teacher, his class for non-music majors, the musical training a teacher should have, and changes needed in music education. (RM)

A wide variety of music-learning pursuits should be available to older adults based on their need, capabilities, and desires. Guidelines for developing and evaluating music programs for senior citizens are presented. (RM)

An exploratory music program, scheduled for a month of Saturday mornings for children in kindergarten, is described. The program is intended to provide preservice teaching experiences for college music education students. Classes are action-oriented and include varied experiences in singing, playing instruments, moving to music, listening, and…

Idiot savants are severely retarded persons who have some extraordinary ability. The musical abilities of several idiot savants are discussed. The identification and the direction to facilitate the growth of retarded students who are musically talented should be an important educational goal. (RM)

Many high school and junior high school concert bands in Japan are performing on a level equal to America's college bands. Reasons why include long hours in rehearsal; the prominent role students play in the organization, preparation, and administration of the ensemble; and the strong sense of fellowship and cooperation. (RM)

The marching band can become an effective avenue for providing students with a valid music and aesthetic education. By careful selection of and concern for the music and meticulous attention to drill design, the marching band experience can be a vital part in the student's musical growth. (RM)

During a two-day conference at Arizona State University in Tempe, teachers from across the nation explored issues in music teacher education for the next decade. A summary of the meeting is provided. One recommendation was that teacher training institutions develop a closer relationship to the public schools. (RM)

In a continuing effort to improve the music education of students in beginning stages, there is a need for the review of teaching techniques that motivate student learning behaviors. Historically, music methods actively engaged students in the music-making process. The approaches of Dalcroze, Orff, Suzuki, Kodaly, and Gordon continue that…

Zoltan Kodaly had a profound influence on the practice of music education in Hungary and subsequently on adaptations of those practices in the rest of the world. Kodaly's basic principles and goals are discussed, and how his philosophy can be applied in American preschool and K-12 public schools is examined. (RM)