Describes three approaches for having students compose music to improve music education. Approaches include: (1) teacher-guided class composition; (2) small-group composition; and (3) individual free composition. As skills develop, students are motivated to learn to read, notate, and play their music. (LS)

Provides suggestions for new instrumental music teachers to ensure success in their first year in the classroom. Gives advice for working with the principal and other teachers, for establishing a friendly but professional relationship with students, and for developing a personal teaching style. (LS)

Approaches the training of an inexperienced choir by using the concepts of melody and scale to promote confidence and skill in choral singing. Laying this groundwork allows students to develop their aural skills, as well as their confidence and enjoyment of performance. (LS)

Offers suggestions from directors, music teachers, and other specialists, for performance pieces especially enjoyed by students. Music covers a wide range of difficulties, and suggestions are provided for elementary, secondary, and college age performers. Arrangements are for full and string orchestras, choral groups, symphonic and concert bands,…

Emphasizes the importance of student choirs as an ideal environment for music education in four articles by: Kenneth H. Phillips, Mary Goetze, Sally Herman, and Donald L. Neuen. Articles cover issues related to the growth of choral music, techniques to improve learning and performance in children's and junior high school choirs, and the qualities…

Proposes how music educators and arts administrators can work together to improve arts education. Recommends development of lobbying groups, and suggests ways of forming community attitudes to increase support for arts education. (LS)

Discusses the need to reach beyond traditional music, especially in urban areas, where the cultural plurality of the United States is reflected in the classrooms. Urges music teachers to guide students toward sensitivity to many types of musical expression. (LS)

Urges the use of marionettes and puppet theater to introduce opera to elementary school students. Demonstrates methods for immersing students in opera throughout the school year by designing sets, creating marionettes, painting backdrops, and discussing story and music. (LS)

Discusses a National Endowment for the Arts report titled "Toward Civilization: A Report on Arts Education," in relation to its value to music educators' efforts to strengthen their music programs. Criticizes the report for defining arts education too broadly, but praises the report for supporting the basic beliefs of music educators. (LS)

Recommends the use of barbershop harmony as a tool for learning basic music concepts. Claims that this style of four-part singing can help students become better singers, better listeners, and more sensitive musicians. (LS)

Describes ways in which choral directors may help performers understand and interpret the affective aspects of music. Offers suggestions for analyzing music scores and for teaching students about a composition's background and emotional message. (LS)

Criticizes the curricula of most university music schools and conservatories in the United States for their lack of a global approach and for their focus on Western classical music. Encourages the development of a new curriculum that includes the study of folk, popular, and non-Western musics. (LS)

Argues that Music in Our Schools Month (MIOSM) activities can serve as an excellent public relations tool to strengthen community support of school music programs. Points out that a musical performance offers opportunities for good publicity. (LS)

Looks at new techniques for adjusting, playing, and caring for the double bass. Claims that following the suggestions listed will improve both the ease and quality of playing. (LS)

Cites the publication of "Basic Concepts in Music Education," and "Foundations and Principles of Music Education," as the event which compelled music educators to seek guidance from aesthetics. Identifies two fundamental principals of aesthetic education. Concludes that computer technology and cognitive psychology will have a profound effect on…