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…

Discussed the process of planning a program of instruction that concerned itself with student attitudes toward and responses to music and the development of their music skills. (Author/RK)

Author discusses various arguments for and against behavioral objectives inasmuch as music teachers will soon have to decide whether a behavioral approach to music education has merit and should be adopted as a guiding principle for the profession. (Author/MB)

Article addressed the question of whether or not behavioral objectives are useful as an educational tool for the music educator. (Author/RK)

The band director can use many teaching procedures to incorporate content into rehearsals. The characteristics, values, and limitations of six are discussed here. (Author/RK)

The theory-based curriculum used to teach music stifles creativity. The author suggests a curriculum to overcome this and other problems. (MF)

Article focused on two divergent emphases in the history of music education in the United States: music education as product and music education as process. (Author/RK)

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

Describes the curriculum changes in the Music Department at the University of North Dakota following a reevaluation of curriculum by both students and faculty. (Author/JB)

Music education should be conceived as aesthetic education which is devoted to the systematic development of musicality. Music education curricula should incorporate contemporary psychological methods which encourage creativity while focusing on the nature of music meaning and expression and the development of the capacity for musical response.…

Presents samples from music curriculum guidelines developed for moderately mentally retarded adolescents. A scope-and-sequence chart shows how sequential musical skill acquisition is adapted to individual needs and skill levels. A sample of guideline content illustrates behavioral objectives, evaluation methods, activities, and methods for…

If music is to continue to play an important role in the lives of young people, their individual needs must be considered. Individualized instruction can work in music ecuation. (Author)

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

Considered the contributions of MENC and the needs and desires of music educators being served by MENC. (RK)