Music in Japan is richly varied and includes documented genres dating back more than 1000 years. From classical court music known as "gagaku," to the dramatic music plays in "kabuki," to contemporary J-pop (subgenre of popular music), educators can find a sound to suit every instructional need. The focus here will be on…

Professional development can help to ensure teaching artists have the requisite knowledge and skills to lead effective instruction. However, the specific format of professional development can vary. One organization that provides professional development for their teaching artists is the Youth Orchestra Los Angeles (YOLA) program, which is an El…

Whether by mandate or by personal aspiration, teachers across the United States are compelled to teach in a manner that is culturally relevant to their students. Culturally relevant pedagogy, and its recent iteration, culturally sustaining pedagogy, call for high levels of student achievement, the development of multiple cultural competencies, and…

Using music technology is a daily reality for music educators. The task may be as simple as readying a CD player for use in an elementary classroom or as complex as setting up a complete sound system--including microphones, mixer, amplifier, and speakers--for a live music production. One piece of music technology music educators constantly…

This paper discusses how ePortfolios, initially introduced to students in a Music Education degree program on a trial basis, are subsequently being integrated into subjects of this degree program. Discussion includes staff perspectives, and covers the varying ways ePortfolio components are utilised in a range of subject areas, issues staff…

Despite recent moves toward a more collaborative relationship between the academic pursuit of music analysis and the practical pursuit of music performance, there remains a gulf between the two disciplines. This is partly because attempts at collaboration have generally focused on the use of music performance as a way of teaching music analysis…

Presents the 1982 annual report of the Music Educators National Conference (MENC). Dillon cites efforts to improve MENC administrative organization, the communication of relevant information to its members, and its public image. National, state, and regional conference activities are described. (AM)

The music department of Brigham Young University has placed two sections of a music methods course for elementary education majors in Vineyard School, a public school in Orem, Utah. This article describes the program's rationale, operations, and benefits. (Author/SJL)

Addresses two questions: (1) What is a charter school?; and (2) What does the creation of these schools mean for music teachers and music-education programs? Defines charter schools, discusses their emergence, and describes three charter-school music programs. (DSK)

In Anchorage, Alaska, classroom teachers are supported in their music teaching by resource teachers who provide in-service, regular demonstration lessons, and locally developed materials. This article describes the program's schedule, costs, and staffing, as well as the role of the music resource teacher. (SJL)

A music education course for teachers was taught by telephone to 36 students in 16 University of Wisconsin listening centers throughout the state. Problems of sound fidelity and student reticence to interact were resolved without difficulty, and the second course offering included contributions by guest speakers from their homes. (MSE)

This bulletin highlights elements of the music programs in two Oregon school districts--David Douglas School District 40 and Salem School District 24J--that have kept these programs viable in spite of financial constraints. Ingredients for success of the overall music program at David Douglas are first described. Important elements include hiring…