The experiences of substitute teachers are affected by relations between students and their regular teachers. Students often feel disloyal to their teachers or threatened by the possibility that the substitute will become permanent. Suggests ways in which teachers can help the substitute to make the "guest" experience fruitful. (CS)

At a conference held at the Eastman School of Music, seven speakers talked about the future of music education in America. Speakers emphasized the importance of excellence in education and performance and the need to integrate the arts into the broader society. (CS)

Unique ideas about how to maintain interest in musicals, concerts, and other music performances are described. For example, Project Parent Awareness encouraged parent participation in children's music education and the Akron (Ohio) All-City Festivals of Music provided students with performing opportunities under well-known conductors. (CS)

Peter Schickele, whose stage persona is P.D.Q. Bach, discusses such subjects as the musical influences on his childhood, humor, creativity, and what he wants to be when he grows up. (CS)

The Appalachian Folk Music Project developed methods to teach folk music in the schools. Authentic material was identified and teaching methods appropriate to rural Appalachia were selected. Departures from the norm included teaching of instruments like the dulcimer, harmonica, and fiddle and the use of folk models whenever possible. (CS)

Boys are given a chance to experience choral music through the aid of a system that lessens peer pressure. Through auditions, the teacher can evaluate musical ability, coordination level, interaction with peers, and ability to learn rapidly. Show chorus has brought a unique interest to the music program. (AU/CS)

Music in America has an elitist history. While music colleges stress the development of performers, there is no comparable education for the audience which must support them. Music appreciation should emphasize aural memory, so that audiences can understand the basic materials which lead to musical coherence. (CS)

Marching band competition has become a major factor in instrumental music education. Studies reveal that directors, administrators, parents and students see the benefits of marching contests as mainly extra-musical. High school students and college freshmen had the most positive attitudes toward marching competition. The impact of competition on…

Letters from music educators reveal a wide range of opinions concerning the value of contests. Competitions can aid group interaction, build morale, and serve as incentive for student development. But students should be judged on musical abilities, not showmanship. Emphasis should be placed on learning music rather than on winning. (CS)

A six-week course of study is outlined to prepare students for solo competition. Objectives are: to develop creativity; establish positive attitudes towards learning; encourage repeated public performances; teach students to apply previously learned information; develop interpretive independence; and expose students to information concerning the…

Inclusion of music in public school programs was originally justified on the utilitarian grounds that it fostered social and academic skills. Later an aesthetic rationale emphasized an intrinsic value of music in childrens' development. The position of music education will be precarious until educators provide strong evidence for their positions.…

Describes the musical history of Chicago, which culminated in the creation of the Chicago Symphony and the construction of Orchestra Hall. Theodore Thomas spent 30 years introducing Chicagoans to symphonic music. He founded the Chicago Symphony and, in 1904, led the first concert in Orchestra Hall. (CS)

John Curwen made many contributions to music education. He taught singing through the sound of tones before students learned notation, originated a widely used system of hand signals for the tones of the scale, and emphasized a feeling for the basic beat underlying the durations of tones. (CS)

Describes the life of Theodore Presser and the establishment of the Presser Foundation in 1916. Presser was a music publisher and the founder of "Etude" magazine. The Presser Foundation provides scholarships to music students, aid to elderly music teachers, and help to colleges for building music facilities. (CS)

The Hebrew Arts School in New York City teaches music, dance, art, and theater to children four through eighteen. Founded in 1952, its emphasis is on choosing instruments and programs suited to the individual, and on preserving the instinctive joy of music making. (CS)