States that policies are needed that can guide the teacher education programs in music education. Explores the state of music education and teacher education within the twentieth century. Believes that a coherent definition of music education with implications for teacher education is needed. (CMK)

Describes music education and its priorities as a basis for stimulating research questions and discusses advocacy research as evidence of the worth of music education research cited by arts advocates. Responds to the publication entitled "Priorities for Arts Education Research" by the Goals 2000 Arts Education Partnership. (CMK)

Explores the reasons why there is a lack of assessment training for pre-service teachers in the arts. Stresses that assessing learning in the arts is not straightforward but is a difficult task to undertake. Highlights various steps that should be taken during student teaching or new teacher supervision to train teachers in assessment. (CMK)

Provides information on the National Assessment of Educational Progress (NAEP) in music. Discusses the "red flags," such as test sampling, from the "Arts Report Card" that signal doubt as to the usefulness of its data. Considers the lessons learned from the "Arts Report Card." (CMK)

States that the arts education disciplines, such as music education, have changed but have not improved overall. Explains that music education has to define its discipline and focus on the history of music education. Addresses the vision of school music in the year 2050. (CMK)

Asserts that the current focus on voluntary national standards has catapulted arts education into a new prominence. Discusses the background and tactics of current educational reform efforts. Concludes that, without empirical research and assessment, the proposed curricular standards will remain an educational fad. (CFR)