Nearly all music educators assign grades to students. However, not all methods for grading are equally effective at reporting student achievement. This article describes one approach to grading, standards-based grading, that has the potential to support music educators' efforts to achieve grades that are honest, meaningful, and fair. General…

Music students, their teachers, composers, and school communities experience deep, long-lasting growth in music-making and artistic perspective when provided with opportunities to engage in the commissioning of new musical works in conjunction with composer residencies. Through consideration of relevant literature and case-study examination, the…

This article describes a sequential approach to improvisation teaching that can be used with students at various age and ability levels by any educator, regardless of improvisation experience. The 2014 National Core Music Standards include improvisation as a central component in musical learning and promote instructional approaches that are…

It is vitally important for students to be creating music from the youngest age, and in all general music class settings. Now that the National Standards have been revised (renamed the National Core Arts Standards) and creating has been elevated to one of three artistic processes, the creative activities of composing, arranging, and improvising…

How to choose the right conducting baton is a mystery to many music educators, especially young teachers who are less experienced on the podium. The selection of batons has grown dramatically, and a wide variety of materials, shapes, sizes, and even colors are available. Choosing the right baton requires finding a personal fit. In this article,…

These activities, all centering on the child's name, may help the elementary music teacher learn children's names as they participate in educational music activities. Each can be incorporated into the regular music curriculum and can be used for a short time at the beginning or end of the music class period. (Author/SJL)

Provides a planned sequence of events and activities for launching a new choral program beginning with becoming acquainted with students, the band director, and other faculty members. Outlines techniques for the first and the second semester to ensure a successful program, and suggests music for inexperienced choirs. (LS)

Outlines the role of the instrumental music teacher in selecting a musical for high school production, planning its orchestration, and rehearsing the student musicians. (SJL)

Provides examples of classroom activities that involve the use of newspapers and news magazines to enhance students' motivation and their awareness of current musical events. Suggests using newspaper activities to teach the basics of music criticism, and to develop lifelong interest in music. (LS)

Presents values clarification exercises for college music education students. For example, students evaluate their personal and professional traits in terms of their career ambitions. They rank their life priorities, professional ambitions, and current activities. They also identify desirable teaching role models and consider examples of music…

This discussion of copyright law on music focuses on the special problems of the band director who wishes to make a special arrangement or alteration of a copyrighted work. Guidelines and a sample form are provided for securing the publisher's permission to arrange a musical work. (SJL)

Describes a strategy for teaching blues improvisation to beginning and intermediate level improvisation students. Focuses on three aspects of the method: (1) phrase structure; (2) dramatic shape; and (3) thematic development. Includes a bibliography of resources and a list of terminology. (CMK)

Provides tips for choral directors to use in selecting repertoire for school ensembles. Explains that the first step in choosing repertoire must be a systematic assessment of the singers, the director, and the program's objectives. Suggests that each composition must be appraised for musical content, teaching value, and aesthetic appeal. (DK)

Relates a technique that helps students learn dictation while enjoying the topic. Provides six steps: (1) send students to the blackboard to take dictation; (2) have students listen first; (3) ask students to isolate melody from rhythm; (4) have all students sing using solfege syllables; (5) provide feedback; and (6) accommodate varying abilities.…

States that music teachers have a responsibility to introduce their students to music outside of the standard violin repertoire in order to assist them in their careers as musicians. Offers two recital series of sonatas that have been disregarded by performing artists and describes the musical compositions in each of the two series. (CMK)