"Radically Responsive Music Schools" is a philosophical reimagining of music higher education culture from the ground up, arguing that holistic cultural change is the key factor needed for music schools to prepare 21st-century graduates for contemporary challenges. The author discusses how university and conservatory music programs can…

Strings teaching and learning has tended to emphasize performance rather than the quality of experience for the children. School instruction has become rigid and focused on technical accuracy. Alternative teaching strategies must be pursued in order to provide a challenging yet enjoyable experience of playing and learning the bowed string…

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of the Arts.

The role of music education in the curriculum and the specific skills that should be developed by students at particular grade levels, as articulated by the state of Arizona, are described. It is stated that a comprehensive music program should afford students experiences in: performing/reading, creating/writing, listening/describing, and values.…

Designed by the Utah State Board of Education, this music core curriculum represents the standards of learning for all students in grades 7 through 12 including the ideas, concepts, and skills that provide a foundation for subsequent learning. The curriculum guide describes the elementary and secondary school core curriculum and high school…

In English schools, many responsibilities have been delegated downwards to "middle level leaders". National standards for subject leadership assume that middle leadership skills are generic and the literature largely agrees with this view. This article presents data from the first pilot enquiry within ARTSLAMP (Arts Leadership and…

Oregon's common curriculum goals for music education, an area of study that addresses the components of valuing music, developing music literacy, performing music, and creating music are presented. An overall goal for each one of these four strands is established, and then the content specific knowledge and skills that students should possess by…

This syllabus will assist administrators and teachers in New York state in helping students meet the Regents Action Plan requirement for one year of high school music. Each student must acquire the knowledge, understanding, and appreciation of the artistic, cultural, and intellectual accomplishments of civilization and develop the skills to…

Contends that children in the early childhood years do not compartmentalize knowledge and that the typical school curriculum presents artificial barriers to learning. Discusses the link between music and language acquisition and the significance of the home environment on music skill development. (CFR)

This book is written for teachers, caregivers, and family child care providers who are working with children from birth to five. It presents research on child development and on effective teaching practices to foster very young children's ability to become literate. The book also provides practical suggestions for implementing research-informed…