Folk music is not necessarily old, anonymous, or unwritten. Its most important characteristic is change through the folk process. Folk music is a part of our national heritage that children can usually acquire only in school. It can be used to support a variety of school subjects. (CS)

Describes how arts and humanities programs have been integrated into related or allied arts curricula in elementary and secondary schools. Ways to approach the learning and teaching of related arts are discussed. These include analogous concepts, common themes, historical eras, and art works that are combinations of different art forms. (AM)

Discusses the National Endowment for the Arts' program, Arts in Education. Explains that the most popular program is artist residencies in which an artist works directly with teachers and classes. Suggests that enthusiasm and planning are the most important elements of success with the program. Includes information on the application process,…

Discusses the music educator's role in working with mainstreamed, handicapped students in the schools. The author emphasizes the need to clarify educational goals, use interdisciplinary teams, develop criteria for general music achievement, and modify teaching strategies. (AM)

Describes how to teach about world music, specifically music of West Africa, using an interdisciplinary inquiry approach. Explains that questions are generated and the teacher develops the learning experience. Provides examples at the fourth grade level as well as information on resources and musical examples. (CMK)

Focuses on approaching music education from the perspective of an interdisciplinary curriculum. Provides a theoretical base for the interdisciplinary curriculum and reviews various efforts of researchers to evaluate the use of interdisciplinary curricula. States that there is a lack of empirical evidence for using the integrated approach in music.…

Addresses the importance of preserving the integrity of music education when it is part of an interdisciplinary curriculum. Discusses how to connect different disciplines in the curriculum, while still preserving the content of music education. Presents three descriptions of how this can be achieved. (CMK)

Focuses on the issue of interdisciplinary curriculum, discussing the differences between integrated and interdisciplinary, essential terminology, disciplines of knowledge, levels of curriculum integration, and benefits of interdisciplinary curriculum. Introduces this special issue of "Music Educators Journal." (CMK)

Proposes how music educators and arts administrators can work together to improve arts education. Recommends development of lobbying groups, and suggests ways of forming community attitudes to increase support for arts education. (LS)

Evaluates the use of the multiple intelligences (MI) theory explaining that teachers must critically reflect about the means for introducing MI into the music classroom and consider the integrity of music learning above all. Investigates various types of MI activities that teachers traditionally integrate into their classrooms. (CMK)

Discusses the reasons why the use of integrated curriculum has returned. Examines three ways for integrating the curriculum: (1) connection; (2) correlation; and (3) integration. Addresses how to create a thematic unit where the teacher selects a theme, determines the big questions and discipline-specific questions, and chooses the methods of…

Focuses on the three areas of concern related to integrated instruction: (1) theoretical concerns; (2) curricular concerns; and (3) instructional concerns. Believes that another concern that should be taken into account, when using integrated instruction, is the preservation of quality of each individual discipline. (CMK)

Presents a draft of the National Standards for Arts Education that is part of the America 2000 program. States that the standards are intended to specify what every child should know and be able to do in the arts. Asserts that music and aesthetic education must be an integral part of the K-12 curriculum. (CFR)

Describes the project called "U2U," a collaboration among the University of Minnesota School of Music, The University of Minnesota dance department, and two urban public school districts in Minneapolis-St. Paul (Minnesota). Presents strategies for collaboratively developing an interdisciplinary curriculum around William Walton's "Facade." Includes…

Maintains that music teachers can develop interdisciplinary curricula without sacrificing the integrity of their own discipline by focusing on conceptual (rather than content) connections. Recommends focusing on instructional priorities, curricular appropriateness, and conceptual understanding when planning an interdisciplinary curriculum. Briefly…