Reports on a research study which compared children's verbal and nonverbal responses to music stimuli. Also examines the relationship between verbal and visual responses. Concludes that educators should continue to search for efficient sequencing of associative pairings of oral/visual stimuli in order to make traditional music terminology more…

Investigates the effects of age on musical preferences. Provides a brief review of the literature on this topic. Hypothesizes that the inverted-U curve will form the most general description of changes that occur with age in music preference. (RKM)

Explores which styles, genres, and trends in contemporary music are most popular among 15 year-old high school students in the German Democratic Republic. Contends that such information is important for helping teachers improve planning and instruction in music education classes. (RKM)

Investigated the relationship between children's melodic improvisations and three types of music instruction provided over a two-and-a-half year period. The children were asked to produce a melody to go with previously memorized tuneless rhymes. Results showed significant differences among the groups, thus supporting the assumption of a "musical…

Reports on a study which attempted to determine differences between two different types of music curriculum. Specifically, the study compares the Kodaly Method with a more traditional curriculum. Concludes that music education based on the Kodaly Method started in early childhood is highly effective for the development of musical abilities. (RKM)

Discusses the dichotomy between the functional approach and the aesthetic approach in art education. Provides a review of literature on this topic. Reports the results of a study which explored children's verbalized perceptions involving the aural, visual, and tactile senses. (RKM)

Reports the results of a study which investigated the effect of training on pre-service teachers' ability to recognize and reward appropriate student behavior during music instruction. Concludes that the training provided was effective. (RKM)

Questions the extent to which assessment of solo musical performance can be made under the General Certificate of School Education exam in England and Wales. Discusses performances as criterion. Reports on experiment which attempted to assess a student's overall music performance. Offers a model which can be used to better measure solo music…

Explores the effect of continuous training on tonal and auditory memory. Does so by comparing the auditory short-term memory skills of English and American children, ages five, six, and seven. (RKM)

Discusses problems resulting from the use of the present conceptual approach to music education. Describes a model called the Idio-Cognitive Structure which the author claims is more effective in teaching content in music education. Provides descriptive evidence of the model's effectiveness. (RKM)

Explores four means of expressing musical concepts: symbolic, visual, motor, and semantics in Egyptian Education. Tests the Walker Theory which holds that there will be no difference in responses among individuals in any of the four areas. (RKM)

Reviews literature on teacher modeling. Reports on a study which investigated the relationship between an instrumental music teacher's modeling skills in performance and students' performance behavior. Concludes that teachers with stronger modeling skills produce students who perform better. (RKM)

Discusses some problems found in defining the term "musical preference." Gives a new definition for this term and discusses how this definition might be used to encourage further research in the area of structure and development of musical preference. Reports an investigation that explored this criterion. (RKM)

Reports the results of a study of pitch perception among urban and rural children (n=200) who had differing amounts of formal music training. Results showed all children could hear differences in the stimuli presented, but only the musically trained could correctly attribute the difference to a change in pitch. (RKM)

Discusses the degree of acceptance of jazz in the contemporary music education curriculum. Contends that historically, jazz was given little respect by music educators. Points out this attitude changed in the 1960s. Explores the historical reasons for this change in attitude and posits a societal value reversal process to explain these changes.…