In this article I draw on an ethnographic case study that examined mas' makers' perceptions of the learning/teaching practices at work in the production of costumes for Trinidad and Tobago's annual Carnival celebrations. During the 2005 Carnival season I spent four months in the field, my country of birth, and collected data through participant…

Teachers can provide joyful musical experiences for students with the simplest of instruments. Suggestions for instruments, songs to teach, notation, and tips are offered. (MT)

The author provides two examples of classroom music activities for elementary handicapped students. (CL)

Suggestions are made for using the brainstorming approach in improvisational music with students. Examples of approaches used with primary students as well as with beginning instrumentalists are cited. (CL)

The list of operas contained in this article continues a series of selected works of American music--for chorus, for band, for orchestra, for the elementary school, and opera--prepared by the MENC Bicentennial Commission. (Editor/RK)

Music instruction for gifted and talented students is described in terms of the three levels of activities in J. Renzulli's Enrichment Triad Model: general exploratory experiences, group training activities, and individual and small group investigations of real problems. (CL)

The list of works for band presented in this article was prepared as one of the projects of the MENC Bicentennial Commission. (Author/RK)

Picture books based on song lyrics can help mildly or moderately language disabled children increase their phonological, syntactic, and semantic competence. Song picture books can be very motivating to students as well. (CL)

Inherent in the basic principles of the symphonic wind ensemble concept are several important concepts about seating--concepts that are intended to apply only to the seating of a full symphonic wind ensemble and not to small or large chamber ensembles. (Author/RK)

Briefly described are ways of teaching the concept of harmony to young children through the use of keyboard instruments, resonator bells, diatonic and chromatic bells, and Orff melody instruments. (KC)

Factors to help students develop creative aesthetic discrimination in music are discussed, and the importance of educating students to be intelligent consumers of music is stressed. Considered are specific objectives in music education, sociological aspects, musical skills, and imagery. (CL)

Music therapy with young handicapped children can foster language development, creative writing and story telling, auditory and visual discrimination, social skills, and attention. (CL)

Instructions are presented for making and using several musical instruments for primary- and intermediate-grade students. (CB)

How one teacher selectively programed films for teaching music. (HB)

Suggested activities for individualizing music instruction. (HB)