Investigates the perceptions of selected college music faculty on multicultural music education, focusing on such issues as a definition of multicultural music education, whether or not it would benefit from hiring minority faculty, and its benefits and problems. (CMK)

Focuses on the book, "Music Matters" (David Elliott). Identifies the social foundations present within the volume. Explores the implications of "Music Matters" in terms of three areas of music education: (1) music teacher education; (2) music in classrooms; and (3) the relationship of school and community music. (CMK)

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)

Examines whether instructional patterns in music teacher training courses can affect a change in music student teachers' and music teachers' competency for achievement and opinions of the goals for grade school music education. Uses a survey of 153 undergraduate students and 78 music teachers. Presents the results. (CMK)

Compares the state of music education and music in the real world from the 1960s to the 1990s. Believes that students participate in music much less in the 1990's because music education has become less participatory and music is now very passive. (CMK)

Presents 18 extended abstracts of research papers presented at a conference on qualitative research in music education. Abstracts include research questions, explanations of methodologies, and summaries of results. Covers various topics including: K-12 music-education practices, music learning, music-teacher training, and community influences on…

Reports on a study of 614 experienced music teachers, non-music teachers, college-level music students, and non-music students on the effect of sequential patterns and different modes of presentation of music teaching. Finds that experienced teachers' evaluations were significantly higher than those of university students. (CFR)

Presents a brief history of music education in Nigerian educational institutions along with the goals and objectives. States music educators are traditional master musicians or Western educated professionals. Claims the focus of music education is on Western music. Makes recommendations for a radical revision of the curriculum and changes in…

Focuses on the role of music education in a general education. Reviews music education from ancient times to the twentieth century. Argues that effective instruction in music education and the arts is an essential part of a complete education. Appends the chronological developments in music education and goals of arts education. (DB)

Twenty-two papers presented at the International Seminar on Research in Music Education (held in Dresden, East Germany, July 15-22, 1980) comprise the bulletin. They represent current research in music education around the world as well as some current philosophies of music education research. Seminar participants included 28 music educators from…

Proposes a reinterpretation of historical periods in U.S. music history for the purpose of organizing research findings and for teaching music history. These suggested periods are: (1) the colonial period; (2) the introduction of music in the schools; (3) curricular development; (4) the expansion of music performance; and (5) aesthetic education.…

Presents research on the effects of music instruction on spatial-temporal reasoning in children. Summarizes past studies that tested whether music training transfers to spatial-temporal task performance. A work-in-progress focuses on whether music training can improve economically-disadvantaged preschoolers' abstract reasoning and why…

Discusses four issues related to music: (1) music as a form of intelligence and the misconceptions that have arisen; (2) music as a discipline focusing on mastering the discipline of music and obstacles to musicality; (3) a rationale for music education; and (4) the future of music education. (CMK)

Maintains that the founding of the School of Music at the University of Illinois in 1892 was the result of a decade of effort by teachers, students, and administrators. Describes the history of music education at the University from the 1870s until the founding of the music school. Discusses the curriculum and music activities during the founding…

Believes that the author does not fit into the depiction of the music educator present in the book, "Music Matters" (David Elliott). Explores Elliott's definition of "musicing," arguing that a primary reason for music-making is identity affirmation. Provides examples from the author's teaching experiences. (CMK)