Reviews a doctoral dissertation that used Q methodology to examine educator's attitudes toward music education, based on Sam Reese's four positions regarding music education philosophy. Suggests that the study should have been based on a model with known or established accuracy. Recommends further research on music education philosophy using Q…

Evaluates a doctoral dissertation that examined the place of the university band and its repertoire in the education of prospective music educators. Comments that despite the lack of a substantive recommendation for a pedagogical mode, music educators will find the documentation of attitudes toward band performance literature useful. (LS)

States that jazz education should be using the great works of the past to help train the music's future performers. Discusses the use of works by Duke Ellington, Dizzy Gillespie, and others to train jazz students. (GEA)

Surveys recently published materials for jazz education and questions the premises from which they are derived, the approaches which they employ, and their utility in achieving their purported end of teaching students to play jazz. Identifies the strengths and weaknesses of these books and of jazz training. (GEA)

Discusses aspects of the jazz musician's discipline, such as rhythm and improvisation, which are of practical value to all musicians. States that music educators should convince students that the thorough study of any aspect or style of music can only help them become more complete musicians. (GEA)

States that current research has enabled jazz to become recognized as an art form in its own right. Argues that more work needs to be done in jazz bibliography and that a writers network would aid communication among scholars. (GEA)

Reviews a representative sampling of the research completed in jazz pedagogy since 1972 documenting the contributions of North American doctoral research in the area of jazz improvisation. Concludes that much of this research is below the standards of doctoral work and poses key questions that remain unanswered. (GEA)

Critiques eight studies dealing with music and music education. Among the titles are "The Clarinet in Twentieth-Century Dutch Chamber Music,""The Effect of Movement-Based Instruction on the Aural Perception Skills of First and Third-Graders," and "Functional Performance Anxiety Modifications in Adult Pianists." (GEA)

Encourages a team approach to research in music education and advocates the use of a broad array of quantitative and qualitative research methodologies. Emphasizes the need for clear communication between researchers and classroom teachers. (RKM)

Contends that it is necessary to integrate more contemporary music into the music classroom. Discusses how the use of contrast can help structure this task and provides demonstration activities. (RKM)

Discusses the importance of meter perception as a desired outcome of music education. Notes the difficulty among musicians and music teachers in defining meter or beat grouping. Reports on an experiment which examines this problem by investigating musicians' responses to unfamiliar melodies. (RKM)

Investigates the psychological impact of music on elementary and secondary students. Discusses how music may transmit specific musical and emotional values. Argues that the existence of an emotional relationship between composition and the listener is an area that should be explored in music education and reports on a separate study which…

Discusses problems which arise when a discipline such as music uses more than one learning domain. Points out the difficulty in developing music skills while trying to achieve cognitive goals such as those outlined in Bloom's taxonomy. Examines whether such a taxonomy can help in sequencing learning in the music classroom. Provides suggestions for…

Reports on research which investigated the ability of undergraduate and graduate music students to make the transfer from research work to applied music instruction. Reviews literature on this topic and concludes that such a transfer is possible. (RKM)

Reports on a research study which examined the professional status of music teachers in Argentina. Describes various areas of concern for Argentine music teachers including general training, the workplace, teacher training and musical activities. (RKM)