The process of aesthetic education is not limited to the fine arts. Parallels may be identified in the language arts and particularly in the art of creative reading. As in a musical experience, a creative reader will apprehend the content of the literature and couple personal feelings with the events of the reading experience. Parallel brain processes between music and reading have also been identified in research. Musical experiences are functional in nurturing such abilities as listening skills, sequential thinking, and recognizing spatial and perceptual relationships, plus linear thinking, which are all germaine to the reading task. The relationship between music and reading can be analyzed in a parallel manner. Music has timbre and tonal nuances, while literature has vocabulary, usage, and innuendo of the language. In music there is rhythm, and in literature there is style, including flow, pace, and transitions. Both the listener and the reader bring past experiences to the musical and reading event, and both experience a play of imagery as the music or story unfolds. Furthermore, both listening and reading entail a pleasurable mood and involve the intellectual activity of following the unfolding musical structure or literary plot, themes, and characters. Once these parallels are better understood, they may be effectively used within instructional programs to collaborate in bringing about a truly integrated education. (HTH)