Argues that while national standards provide a valuable resource to guide curriculum development, there is no clear procedure for turning them into a grade-by-grade curriculum. Outlines and discusses the process that one school district used to create a standards-based curriculum. Provides numerous charts and examples. (DSK)

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…

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)

Article discusses the benefits of traditional musical education, common practice', and relates the need for updating theory instruction with current practice. (RK)

Explains the process for creating a curriculum in music education. Offers a definition of curriculum and address issues to be considered while designing the curriculum. Discusses how to incorporate the National Standards for Music Education, describes important music concepts, and offer guidelines for writing. (CMK)

Raises concerns about the music educator's approach to teaching pre-kindergarten children. Proposes a pre-kindergarten music curriculum model based on a synthesis of theories about the learning environment with the contributions of learning/play theorists and music educators. Provides a global to specific approach to interactive play periods. (LS)

A comprehensive arts in education program is made up of four segments: specialized arts instruction, arts in general education, community arts resources, and arts for special populations. Each of these segments is discussed. A selective bibliography to help fine arts educators involved in curriculum development is provided. (RM)

Discusses effective ways to develop and promote educationally sound music programs for preschool children. Covers three types of music learning centers as versatile and inexpensive resources for creating independent learning environments: singing centers, instrument centers, and listening centers. Suggests ideas for group time, and for promoting…

Asserts that elementary music education has been influenced by three approaches to learning: (1) the conceptual approach; (2) the child development approach; and (3) the activities approach. Presents six steps to designing an interdisciplinary project in music education. (CFR)