Observes that women's contributions to instrumental music frequently have been overlooked. Explains that, although women have written and performed music for string instruments for centuries, much of their work has been lost. Discusses some of the leading women composers. Suggests means of integrating women's works into the curriculum. Offers a…

The ideas of three curriculum theorists (John I. Goodlad, Ralph Tyler, and Elliot Eisner) offer a rich source for the development of rationales that can establish music education as an indispensable part of the curriculum. (AM)

Discusses the Manhattanville Music Curriculum Project's concentration on the purpose, substance, and means of music instruction. Describes improvisation as the dominant means for teaching concepts, knowing how music works, and knowing how to make musical sense. Urges that the same goals of aural acuity, creative thought, and musical facility are…

Discusses the lack of attention paid to women composers in music education and the need to correct the situation. Suggests an integrative approach to teaching elementary school students about women composers. Offers sample teaching strategies and other learning activities and sources for teaching students that women, too, can be composers. (SG)

Presented is the rationale and a method for developing a graded brass quintet in grades 5 through 12. A suggested brass quintet repertoire, arranged from easy to difficult, is included. (KC)

Offers a systematic approach to creative learning in music through an analysis of the components of complex learning and creative activity. Outlines goals for fostering creative learning in music education, and delineates person, process, and product objectives. Suggests methods of evaluating creativity. (RW)

Discusses the impact of technology on music education and its implications for curriculum development. Recommends a curriculum for the musically gifted based on aural skills, electronic instructional tools, and a skilled musician as instructor. Offers suggestions on how this curriculum can be implemented and expounds on the use of electronic…

Examines the influences that have shaped today's school music programs by reviewing the history of instrumental music in the United States. Points out the pervasiveness of the military influence on uniforms, music, and marching styles. Discusses European influences, band contests, businesses associated with bands, and the effects of recent budget…

Recommends a holistic approach to teaching that emphasizes learning as a generative amalgamation of actions, cognitions, and emotions. Discusses the implications for change that such an approach would have for the teacher education curriculum. Argues that individuals do make a difference that can be positive if teachers embrace a principal of…

Discusses resources for curriculum design and choosing technology to fit with the curriculum developed. Lists questions about curriculum development raised by the Manhattan Music Curriculum Project. Describes software and hardware that place students in the many roles undertaken by musicians. Emphasizes the development of cognitive as well as…

Article considered human goals in music education. (Editor/RK)

Contends the history and values that lie behind Jewish music offer music educators more than the holiday songs normally utilized. Discusses a variety of ways that Jewish music can enrich students' understanding of and appreciation for music history. Lists important composers of Jewish and non-Jewish background who have produced Jewish music. (DB)

Teaching music to the early adolescent is a challenging and sometimes difficult task. Characteristics of early adolescence are described, and reasons why some middle level music programs are not effective are discussed. Tips for tailoring instruction to this age group are presented. (RM)

Discusses the use of technology in music and music education for teachers. Describes resources that are available presently and how they may be used for performing, composing, research, and administration. Addresses areas where a gap exists between what is or should be available and the technology actually being used in classrooms. (DK)

Addresses the training necessary for students who will be teaching music performance in high schools. Discusses the challenges presented by increasing cultural diversity in the classroom and its influence on what music will be taught. Suggests that the expanded curriculum necessarily will be the responsibility of the performance teachers. (DK)