Digital integration is the driving force of teaching and learning at all levels of education. As more non-traditional students seek credentialing, certification, and degrees, institutions continue to push the boundaries of innovative practices to meet the needs of diverse students. Programs and faculty have moved from merely using technology and…

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of the Arts.

The Elementary Integrated Curriculum (EIC) Framework is the guiding curriculum document for the Elementary Integrated Curriculum and represents the elementary portion of the Montgomery County (Maryland) Public Schools (MCPS) Pre-K-12 Curriculum Frameworks. The EIC Framework contains the detailed indicators and objectives that describe what…

Use of the music block schedule for elementary band, chorus, and orchestra programs has many advantages. For example, it eliminates the need to pull students from class and abates classroom teacher and music teacher friction. Solutions to other problems often encountered in scheduling are also discussed. (RM)

This supplement is a comprehensive guide to the music industry designed for music teachers. Included are tips for contacting music businesses and suggestions on ordering music, robes, instruments, computer software, and other supplies. Includes an annotated directory of Music Industry Conference members. (JDH)

This guide presents a general music program for elementary grades. The program divides the grades into four levels: early childhood through grade 1, grades 2-3, grades 4-5, and grade 6. At each level the program is outlined in terms of rhythm, melody, harmony, form, tempo, dynamics, and tone color. In addition, there is a section on instrumental…

Seven music teachers state their needs to those who write music for the elementary grades. (SJL)

Argues that while national standards provide a valuable resource to guide curriculum development, there is no clear procedure for turning them into a grade-by-grade curriculum. Outlines and discusses the process that one school district used to create a standards-based curriculum. Provides numerous charts and examples. (DSK)

Describes the Montessorian basic music program for young children, a system that teaches children to listen, play instruments, sing, and move rhythmically. (BJD)

Instructions are provided for making these simple musical instruments from inexpensive materials: an Indian bull-roarer; bottle chimes; a ham can guitar; flower pot, box, and steel drums; a xylophone; a musical sawhorse; rattles; a melody box; and a box thumb harp. (SJL)

This self-help guide for the music teacher is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. The guide itself consists of 11 modules, the first five of which focus on the mathematical and scientific aspects of music--pitch, tempo, furation, time, and key. These five modules are…

This is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. The goals of this module package are listed as follows: a) to introduce the intern to music for elementary school children; b) to enable interns to develop knowledge and skills of an elementary level in music; c) to enable interns to…

Presents a model that provides guidelines that colleges and universities can follow when including technology in their music-degree requirements. Discusses the role of technology in music education, especially as related to the National Association of Schools of Music guidelines. Includes a glossary of technical terms used in the article. (DSK)

The booklet provides research information and criteria from which administrators and music educators may draw guidelines for developing music programs for mentally gifted children in grades 1 through 6. Seven chapters focus on the following topics: introduction to music education for gifted children (including the nature of music, literacy in…

The National Association of Schools of Music was established for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. This 1976 Association Handbook…