Suggests strategies for dealing with job stress and for prolonging career satisfaction. Stresses time management as a prime coping tool. Encourages reviewing objectives, and planning and setting priorities. Points out value of good physical health to development of mental fitness. (LS)

Urges music educators' involvement in placement decisions for exceptional students in order to avoid poor placements and to enable all learners to experience musical success. Explains that educators need to understand applications of current law to teaching situations. Describes instructional strategies and aids and services that will ensure music…

Examines the qualities that make a successful choral director. Argues that these include personal qualities, musical knowledge and skills, and effective teaching techniques. Suggests that enthusiasm, energy, musical knowledge, and ability to convey information clearly and quickly will improve teacher effectiveness. (LS)

Provides a planned sequence of events and activities for launching a new choral program beginning with becoming acquainted with students, the band director, and other faculty members. Outlines techniques for the first and the second semester to ensure a successful program, and suggests music for inexperienced choirs. (LS)

Presents viewpoints on the educational value of music competition for young children. Includes arguments for and against contests. Considerations include purpose of the competition, and experience and preparation of the students, as well as structure and environment of the competition. (LS)

Explains a method of measuring music students' understanding and retention in order to justify the school music program. Rates students on three scales, including performance of tonal pattern, rote song, and rhythm pattern. Recommends the use of similar objective classroom evaluation to demonstrate learning success. (LS)

Argues that the developing computer technologies will allow more people to compose. Contends that this composing ability can be enhanced for more students through the curriculum. Envisions a three-part music program consisting of required and elective courses designed to meet the needs of all students. (GEA)

Examines the reasons why a larger proportion of students are not involved in any organized music activities, stating that most schools offer only performance courses. Discusses the addition of fine arts requirements for high school graduation, and urges music educators to develop methods for including all students in their music education…

Discusses the difficulty in providing general music education for all high school students. Examines teacher resistance to such courses and negative student attitudes towards any required course. Argues that such education is valuable in that its purpose is to refine the aural perceptions and musical curiosity of all students. (GEA)

Describes the approach used by the Baltimore County (MD) Public Schools to develop and implement a general music curriculum, designed to meet the needs of students not enrolled in band, choir, or orchestra. The resulting required course focused on developing a historical understanding of significant musical compositions and their role in society.…

Discusses ways in which instrumental music teachers can benefit from teaching nonperformance classes and the reasons why these teachers are a natural choice for the job. Examines specific competencies of instrumental music teachers, suggesting ways they can be put to work in nonperformance classes. (GEA)

Discusses reasons why students choose not to take part in music performance classes even though they like music. Describes methods that some high school music teachers have used to attract students who have not previously been involved in performing groups. Stresses the importance of a general music curriculum to reach students of different skill…

Offers practical ideas on music criticism, developing listening skills, solving budgetary problems in the music department, and providing effective music and arts courses for students who are not in performance classes. (GEA)

Points out that high school band programs are often geared toward entertainment and the short-term reward of competitive recognition. Suggests the goal should be toward the development of musical skills including understanding, creating, and appreciating the art of music. Suggests how band programs can contribute to the music education curriculum.…

Encourages the use of percussion ensembles in upper elementary and secondary general music classes because of their high motivational value, the ease of achieving performance, and the minimal need for music reading skills. Offers guidelines for introducing percussion ensemble music, including an annotated discography listing selections to…