In this manuscript, we introduce four philosophical camps and provide bulletin board and classroom decoration examples of how music teachers can visually communicate their teaching philosophies to their students, parents, colleagues, and administrators. The categories emerged from our review of bulletin board examples created by our music teacher…

Soundscapes engender historical, cultural, social, and aesthetic meanings through acoustical qualities that reflect a community's lived experiences. In this article, we propose music lesson ideas that help students appreciate and embrace their sociocultural heritage--by creating, performing, and listening to soundscapes that are representative of…

Sufficient space is integral to high-quality music instruction, but what makes our space "sufficient"? This article provides historical and theoretical background about the role of space in learning and the use of movement as a tool for learning music. When their input is sought, children order space as a high priority within a school…

One challenge for music educators is to find techniques to help students "listen across time" to the examples they are assigned to study and to stay focused on a piece as they listen. Measurement tools to assess music listening have a long history, ranging from very simple to very complex, and very dated to very recent. This article traces the…

In this article, the author presents John Philip Sousa's all time hit, "The Stars and Stripes Forever". It is one of the most recognizable pieces of American music. Wherever John Philip Sousa and his band appeared, this march was likely to be played. According to American poet and educator Eli Siegel (1902-78), who first articulated the…

Focuses on the changes in music philosophy over the past half-century. Discusses two main philosophical foundations within music education and reasons for the changes: (1) aesthetic education in the 1950s; and (2) praxial philosophy in the 1990s. Includes resources on music philosophy. (CMK)

The purpose of music education is to promote the aesthetic response to music by developing perception of the various music elements, including melody. Discussed are what melodic perception is and how it develops, the nature of melody from the psychological point of view, and some experiments on melodic perception. (RM)

Focuses on the Manhattanville College (Purchase, New York) Music Curriculum Project (MMCP) that examined how to improve music education in schools. Discusses topics, such as aesthetic expression, learning and development, the characteristics of music teachers in the MMCP, and the MMCP and national standards. (CMK)

Through aesthetic education, students become sensitized to reason, beauty, and excellence as they relate to human feeling. Aesthetic education can be justified for everyone as a paradigm of education itself. The study of music is the most effective method of teaching aesthetic perception. (RM)

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)

Discussing the importance of the Black aesthetic experience, Curtis examines Black cultural heritage and participatory style, the spiritual, and the creation and recreation of Black music. Advocating multicultural music education in teacher training, he suggests that Black music be studied for its value and contribution to society. Lists five ways…

Contends that music educators must develop a stronger rationale for music education in the face of economic pressures and questions about the value of aesthetic education. Argues that music educators must stress both the utilitarian and aesthetic objectives of music. Includes six basic rationale statements for music education. (CFR)

Author examined what exactly music is and what we get out of it. (Author/RK)

The marching band can become an effective avenue for providing students with a valid music and aesthetic education. By careful selection of and concern for the music and meticulous attention to drill design, the marching band experience can be a vital part in the student's musical growth. (RM)