Justifications for the retention or expansion of offerings in music education include music's value in developing the individual's creative potential, awareness of cultural heritage, and aesthetic responsiveness. Music also serves as a therapeutic tool and as a focus for social and personal involvement. (PGD)

Oregon high school band directors worked out a set of state guidelines for high school bands. The guidelines, which comprise this article, contain rationales, expectations, and recommendations concerning athletic contests, marching contests, jazz ensembles, musical shows, parades, summer activities, and performances in general. (RM)

This paper focuses on musical theater in the high school in British Columbia. It gives a rationale for incorporating musical theater in secondary schools, exploring the impact that a theater program may have on the music program, teachers, students, and community. Further, the paper presents a detailed guide to the process of producing a musical.…

This document is the result of a two-year process to develop a complete music curriculum and standards guide for Maine schools. It is arranged in four parts or "strands." Strand 1 covers classroom music from kindergarten through grade 12. Strand 2 addresses the vocal music program, and strand 3 the instrumental program for the same…

This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

The ability to feel and maintain steady, rhythmic beat is important for children to develop in early childhood and will assist them in mastering concepts in language and literacy, mathematics, and other content areas as well as increase body coordination and related physical abilities. Designed as an activity supplement to High Scope movement and…

Designed to assist administrators and teachers conducting prekindergarten early intervention programs for at-risk children, this curriculum guide outlines age-appropriate arts experiences that are process-oriented rather than product-oriented. After introductory statements, content focuses on learning activities in the visual arts, dance/creative…

The role of music education in the curriculum and the specific skills that should be developed by students at particular grade levels, as articulated by the state of Arizona, are described. It is stated that a comprehensive music program should afford students experiences in: performing/reading, creating/writing, listening/describing, and values.…

Maintains that choral music conductors strive to choose a variety of musical styles, genres, and historical periods. Discusses three types of programming approaches: (1) chronological; (2) thematic; and (3) concept. Includes four tables illustrating selection and pacing of choral music during a concert. (CFR)

Summarizes discussions at a symposium of the Music Educators National Conference (MENC) of multicultural music education. Offers ideas about the teaching of African-American, Native American, Asian-American, and Hispanic music. Presents MENC's resolution supporting multicultural music education. Describes the symposium as a major event in…

This article reports on a 1988 survey of music programs in 49 residential schools for blind and visually impaired students. It presents information on teachers, materials, course offerings, accomplishments, goals, and administrative concerns. Recommendations include communication among music teachers, more involvement by music therapists, and…

Provides a systematic analysis of the music program of a private elementary school in Brazil to demonstrate the comprehensiveness of the systematic approach as applied to educational organizations. Discusses implications for both the planning of the structure of music education and for the teacher's individual planning. (CFR)

The West Virginia music study program is a public school K-12 curriculum sequence. This program is divided into the four principal areas of: (1) general classroom music; (2) string instrumental music; (3) wind and percussion instrumental music; and (4) choral music. The general classroom music program is an early and middle childhood sequence of…

Maintains that proponents of music education have claimed that student participation in music activities has a positive effect on everything from academic achievement to self-discipline. Finds that music participants are elected to class offices, receive academic honors, and achieve higher grades than do non-music participating students. (CFR)

Designed for administrators promoting music workshops for teachers, the packet presents a general workshop framework used by California Public Schools. Eight recommendations for planning a 30-hour workshop, and 12 hints for working with classroom teachers are listed. Each of the 15 sessions represents a two-hour block of time representing the…