In music education, current attention to student-centered approaches for learning affects our understanding of student assessment. This view to curriculum reform requires new perspectives for assessment. There is a need to move beyond the summative use of assessment to assign grades to examining the roles of assessment in supporting and enhancing…

Knowledge about music advocacy strategies has long been promoted as important for music educators, not only for the benefit of their individual programs but also for the specific benefit of music students and the general public. This article suggests an approach to advocacy grounded in the teacher's professional beliefs, phrased in terms…

Twelve women have led MENC: The National Association for Music Education, including current president Lynn Brinckmeyer--six of them in the first fifty years of MENC's history. Frances Elliott Clark, known as the "Mother of the Conference," oversaw the founding of the Music Supervisors' National Conference (MSNC) in 1907 at a gathering in Keokuk,…

A discussion of Planning Programming Budgeting Systems (PPBS). (MB)

Examined are five of the current reform reports to see what their writers consider to be the fundamental aims of education for society as a whole and for the individual. The role that education in music plays in achieving these aims is then discussed. (RM)

In order to improve teacher education programs in music, music educators must stop passing the buck. They must have tough entry standards and make the hard decisions necessary to enforce them. They must also intellectualize the curriculum. (RM)

Article described the potential the music program has and the challenge it faces for the music specialist in the open classroom. (Editor/RK)

An evaluation team considered the success that an arts-oriented curriculum had in being established in a variety of school sites involved in Project IMPACT. (Author/RK)

Explores the relationship between music education and the already occurring changes in schools and society. Notes the commitment of music educators to cultural diversity, early childhood education, educational reform, and technology. States principles of the Music Educators National Conference. (DB)

Discusses a National Endowment for the Arts report titled "Toward Civilization: A Report on Arts Education," in relation to its value to music educators' efforts to strengthen their music programs. Criticizes the report for defining arts education too broadly, but praises the report for supporting the basic beliefs of music educators.…

Discusses the social changes (school reform, civil rights, and technology) that the Tanglewood Symposium responded to in the 1960s. Traces the vision of music education from the Tanglewood Symposium through the Vision 2020 Symposium. Focuses on intellectual leadership, advocacy, and professional standards. (CMK)

Discusses school restructuring and how it can apply to music education. Includes changes in concepts of education, the movement toward accountability, and defining effective schools. Describes effective schools as those in which the basic skills of underserved students are at the same level as those of middle class students. (DK)

Contends that Comprehensive Musicianship of the Contemporary Music Project has been all but ignored by music educators. Argues that Comprehensive Musicianship is the answer to a lack of measurable goals and assessment criteria in instrumental music. Concludes that secondary music instructors who fail to incorporate these techniques risk losing…

Asserts that U.S. education has entered a new era of advocacy for arts education. Describes publications and other efforts of the National Coalition for Music Education. Compares effective and ineffective advocacy methods and includes a table of contents of an "Action Kit for Music Education." (CFR)

Asserts that there is an educational trend to include multicultural music in the curriculum. Questions how music teachers can integrate multicultural material. Provides suggestions including the use of culture studies, celebrations and holidays, song themes, and instrument types as springboards for teaching cultural pluralism. (CFR)