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)

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

Defines and illustrates various types of carols. (SP)

Author suggests that since children have a natural love for singing, it should not be squelched with formal voice training too early. Instead, foster their enthusiasm with informal child-centered activities. (Editor)

Describes the intermediate steps between unison and part singing, and lists several activities to prepare for part singing. (GB)

Discusses ways to prepare children for their first concert. (GB)

Described a simple musical device teachers can use to stimulate children into learning to compose and understand music. (RK)

Article tells how a visit to a game refuge inspired students to create songs about their experience. (GB)

Four musical encounters that will really work with your kids. These experimental approaches use junkyard finds to create Bottlephones and Pot Chimes, and suggest some unusual forms of musical notation. (Editor)

How to use a tape recorder in all areas of music instruction. (RB)

Guidelines are presented for arranging to have professional musicians visit and perform in an elementary school, choosing the right musical group, negotiating the fee, and preparing the students for the concert. (Author/SJL)

Songs aren't just for singing. Use them to develop writing, vocabulary, and creative thinking skills. Two teachers tell how. (Editor)

Valentine's Day activities which include a play, music, poetry, and numerous art and craft projects are presented in this compilation from February issues of "Instructor" magazine. The short and easy projects, suitable for primary and elementary students, use inexpensive and easily found materials such as paper, cloth, yarn, magazine…

Music, which moves a child as it does an adult through song and dance, can very well stimulate, support, and inspire a beginning reading program. (Author)

Believes that improvisational ability can be performed vocally as easily as instrumentally and suggests methods for initiating improvisation, for transfering creative insights to pitched activities and how to organize chordal accompaniments for melodic improvisation. (RB)