Traditional a cappella choirs have greatly influenced choral music during the 20th century. The way in which this movement captured the attention of high school and college choral directors for approximately ten years, 1928-1938, is the subject of this article. (One of three articles about music in the 1930s.) (Author/SJL)

As they did with all mass media, the Nazis used music as a propaganda tool to mold popular feelings. This article traces the Nazi takeover of German music in the 1930s and its use of broadcast music during World War II. (One of three articles on music in the 1930s.) (SJL)

Like other national organizations from 1939 to 1945, the Music Educators National Conference (MENC) worked to promote national unity in the United States. MENC position statements are quoted in this article and its wartime music education programs outlined. (One of three articles on music in the 1930s-1940s.) (SJL)

Presents a rationale for using handbells and discusses their application to elementary, junior high, high school, special education, and college music programs. (SJL)

At the 1979 Ann Arbor Symposium on the Applications of Psychology to the Teaching and Learning of Music, several psychologists presented their views on the internal realization of music. The author presents these views and discusses their implications for music education. (SJL)

Advocates oral history as an instructional method for students at all grade levels. Describes existing oral history projects and presents guidelines for interviewing, including use of tape recorders and cameras. Ends with a brief discussion of the use of oral history methods to collect local music. (SJL)

Discusses the importance of musical experiences to the multiply handicapped and presents mechanical aids which allow the physically disabled to play string and percussion instruments. Some of these aids are illustrated. (SJL)

Outlines music instruction for the elementary child who is deficient in verbal skill due to a disadvantaged or a non-English-speaking home environment. Presents methods for teaching various musical concepts and includes a month-by-month chart detailing the introduction and reinforcement of various techniques. (SJL)

William Grant Still died in 1978, but excerpts from a 1968 interview are now made available. Still discusses his life and work, especially his experiences as a Black composer in a still largely segregated America. He attempted to integrate his classical training with his roots in Black culture. (CS)

Students enter music classes for various reasons. Teachers must study the group in order to understand the attitudes and motivations of students. Advises the teacher to emphasize the intrinsic rewards of learning and to set individual strategies of positive reinforcement and negative punishment. (CS)

Music can be a way for children in elementary grades to discover cultural differences. Describes a musical trip around the world, lasting a school year, in which music from different countries was used in activities which taught melody, harmony, form, tone color, and rhythm. (CS)

A handbook focused towards students and parents can be one of a music director's most useful tools. The handbook should include sections on: philosophy and objectives; courses; guidelines for behavior; evaluation; and practice habits. Field trips, festivals, contents, awards, and scholarships should also be discussed. (CS)

Gives background information for a secondary unit on the blues. Such a unit should include singing blues songs and playing accompaniment, listening to records, and composing original works. Study of the blues is an important way to transmit insights about our cultural heritage. (CS)

Provides suggestions for choreographing movements for the show choir. Factors to consider include the ability level of the students and the size of the ensemble. Ideas for choreography can come from live performances, television, dance classes, publications, and the students themselves. (CS)

The key to the successful college level music administrator is the ability to deal with people. S/he listens, is accessible, and can make decisions. Both autocratic and democratic personality types can succeed, and their levels of experience may vary, but good administrators must have vision. (CS)