In this article, the author offers a perspective on why humans like music and what it means for music education. The author builds his discussion around the following five basic premises: (1) since the dawn of civilization, humans have used their voices and the musical instruments they invented to express emotions in sounds that vary in pitch,…

This article provides the author's thoughts concerning nine major events, reports, and pieces of legislation that have shaped American education over the past 65 years. It also lists several lessons he has learned from these efforts. In addition, a number of proposals are offered for achieving genuine reform in education, and for strengthening the…

"Vision 2020" offered a thoughtful review of the recent history of music education and an overview of its current state together with projections and questions about its future. Now that 2020 has arrived, and we are undertaking a similar review in this publication, it seems appropriate to consider once again what music education might…

Outlines 10 reasons for supporting the National Standards for Music Education. Argues that there are ways that teachers can make the Standards work for them, and are arguments that they can use to sell the idea of the Standards to the public, decision makers, and other teachers. (DSK)

Administrators of schools without music programs are simply undervaluing this fine art form and depriving students of a great life experience. Schools can accommodate the arts by managing time better and scheduling more periods per day. A strong positive correlation exists beween school excellence and vigorous, dynamic arts programs. Nine…

In his testimony before the Congressional Subcommittee on Elementary, Secondary, and Vocational Education, the president-elect of the Music Educators National Conference stresses the importance of including the arts in all levels of education. Suggestions of things that Congress can do on behalf of arts education are presented. (RM)

Valid assessment of student learning in nonperformance music classes is important and possible. Grading practices in large ensembles are often questionable, as music teachers often reward attendance and effort over absolute achievement and overemphasize affective or attitudinal goals. Teachers cannot easily rate aesthetic responses, but any…

Paper presented at the International Seminar on Experimental Research in Music Education (University of Reading, Reading, England, July 9-16, 1968).

The appearance of a graduation requirement in the arts has focused attention on public school systems to provide comprehensive music education coursework. As a result, this report discusses trends in secondary music education course requirements, suggests strategies for implementing a meaningful music curriculum, cites obstacles to expanding music…

Intends to lead music teachers away from the traditional grading method of relying on nonmusical factors such as attendance, effort, and attitude. States that music teachers should grade on student progress in learning specific skills and knowledge in music as outlined in applicable standards (national, state, or local). (CMK)

Discusses a National Endowment for the Arts report titled "Toward Civilization: A Report on Arts Education," in relation to its value to music educators' efforts to strengthen their music programs. Criticizes the report for defining arts education too broadly, but praises the report for supporting the basic beliefs of music educators.…

Although music education's quality is outstanding, it faces serious problems that teachers and administrators should work to rectify by clearly stating goals and claims, adopting student achievement standards, and avoiding emphasizing music as entertainment--if something essential to civilization is to survive. (KS)

Introduces the symposium that explores the 1997 National Assessment of Educational Progress (NAEP) arts assessment. Provides information on NAEP, the arts assessment, and its importance; a discussion on the results of the arts assessment; and interpretations and implications of the results. Offers suggestions for arts advocacy. (CMK)

Offers answers to four common questions concerning the National Assessment of Education Progress (NAEP) in order to assist music teachers in responding to questions asked by representatives of the press, administrators, parents, and other community members. Summarizes the key points that should be emphasized in responding to NAEP. (CMK)

Explores aspects of music education such as why music is important; the role of music education; how music can improve people's lives; the importance of having all students participate in music education; how technology can be used in music; and how to improve education for future music teachers. (CMK)